Titulo en ingles: Teaching natural science: the importance of the pedagogical relationship in a molecular biology class.RESUMEN: El objetivo de este estudio fue conocer la importancia de la relación pedagógica en el proceso de enseñanza- aprendizaje de las ciencias naturales entre el docente y 25 estudiantes del curso de Biología Molecular del Programa de Salud de la Universidad Autónoma de Manizales. El estudio fue de tipo cualitativo de corte descriptivo-interpretativo, soportado en lo cuasi-etnográfico. Se emplearon técnicas de observación no participante, grabaciones sonoras, video y notas de campo. Se determinó que la relación pedagógica al interior del curso se manifiesta a través de dos componentes, el interactivo, que reúne los esfuerzos del docente para lograr la comprensión de los conceptos disciplinares a través de la mayéutica y el conflicto cognitivo y el integrador, que involucra elementos propios de la cognición, metacognición y motivación. Se concluye que la relación pedagógica cobra importancia al convertirse en un agente de cambio en la forma de enseñar y aprender ciencia cuando involucra elementos como la cognición, metacognición y motivación. Palabras claves: Relación pedagógica, cognición, metacognición y motivación.ABSTRACT: This study was aimed at showing the importance of the pedagogical relationship between the teacher and 25 students regarding the learning-teaching of natural sciences in a molecular biology class forming part of the Universidad Autonoma de Manizales’ healthcare programme. This was a descriptive-interpretative qualitative study supported by quasi-ethnography. Non-participative observation techniques were used, such as tape recordings, video recordings and field notes.It was determined that the pedagogical relationship within the classroom became apparent through two components; the interactive component brought together the teacher’s efforts to ensure understanding of the topics being deal with (molecular biology) through maieutics (mental midwifery) and cognitive conflict whilst the integrator component involved elements of cognition, metacognition and motivation.It was thus concluded that the pedagogical relationship is important as it becomes an agent of change regarding how science is taught and learned when elements such as cognition, metacognition and motivation are involved.Key words: Pedagogical relationship, cognition, metacognition, motivation.
Resumen El presente artículo de revisión tiene como propósito abordar elementos que generen reflexión sobre la educación fisica como área fundamental y los procesos de formación de los profesores. Inicialmente se realiza una contextualización del país, posteriormente se abordan aspectos que contribuyeron en la consolidación del área, sus necesidades sociales e influencias políticas, continuando con una breve reconstrucción histórica de la formación docente. Finalmente, se interpretan los programas de formación actual a nivel de pregrado y postgrado para analizar su articulación y calidad.Palabras clave: Educación Física. Formación Docente. Programas de Formación. Physical education in Colombia: fundamental area and teacher training Abstract The purpose of this article of revision is to address elements that generate reflection on physical education as a fundamental area and the training processes of teachers. Initially, a contextualization of the country is carried out, later aspects that contributed to the consolidation of the area, its social needs and political influences are addressed, continuing with a brief historical reconstruction of teacher training. Finally, the current training programs are interpreted at the graduation and postgraduate level to analyze their articulation and quality.Keywords: Physical Education. Teacher Training. Formation Programs. Educação física na Colômbia: área fundamental e formação de professores Resumo O objetivo deste artigo de revisão é abordar elementos que geram reflexão sobre a educação física como área fundamental e os processos de formação de professores. Inicialmente, é realizada uma contextualização do país, posteriormente são abordados os aspectos que contribuíram para a consolidação da área, suas necessidades sociais e influências políticas, dando continuidade a uma breve reconstrução histórica da formação docente. Por fim, os atuais programas de formação são interpretados em nível de graduação e da pós-graduação para analisar a sua articulação e qualidade.Palavras-chave: Educação Física. Formação Docente. Programas de Formação.
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