Enseñanza en ciencias: la investigación como estrategia pedagógica

Meneses, Ximena; Suárez, César Augusto Hernández

doi:10.22430/21457778.1025

Cited by 8 publications

(6 citation statements)

References 8 publications

(1 reference statement)

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“…With research-based learning as a didactic strategy, the aim is for the trainee teacher in natural sciences, at the end of their academic program, to have managed to go through the entire methodological process of identifying and posing problems, establishing the state-of-the-art, posing hypotheses, carrying out tests, collecting and analyzing data, obtaining conclusions, and proposing solutions [28]. The results obtained indicate that research-based learning should be part of the curricular design of science subjects, especially physics, through research activities applying the scientific method that enable the development of scientific competences [29,30]. This requires a teacher who plans, so that he or she can guide the student in scientific research of a formative nature, which contributes to the formation of a critical, analytical, and autonomous student [22].…”

Section: Resultsmentioning

confidence: 99%

Inquiry-based learning. Beliefs of trainee teachers in a physics course

Pabón-Galán

Suárez

Paz-Montes

2022

J. Phys.: Conf. Ser.

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The teaching of physics should be supported by practical or laboratory activities that seek to develop the scientific competencies of the students who study physics, so it is necessary to propose innovative strategies, such as research-based learning, in which students answer research questions through the analysis of data, which increases the interaction between the student and the physical concepts under investigation. Therefore, the objective of the study was to analyze the beliefs of teachers in natural science training at a public university in Colombia who take the subject of physics on research-based learning, to provide information on how to guide the use of innovative strategies. The study responds to a type of quantitative research with a descriptive approach and was based on a field design. On the other hand, the results reflect slightly positive beliefs of students in initial teacher training who study physics about research-based learning as an innovative strategy, although it is recommended to expand the sample to generalize. Finally, the analysis reveals as a conclusion that the implementation of innovative methodologies such as inquiry-based learning for science teaching, especially physics, should be promoted and supported more effectively to foster motivation, skills development, and conceptual understanding. of the scientific contents.

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Section: Resultsmentioning

confidence: 99%

Inquiry-based learning. Beliefs of trainee teachers in a physics course

Pabón-Galán

Suárez

Paz-Montes

2022

J. Phys.: Conf. Ser.

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“…In this manner, we aimed to promote the appropriation of information while cultivating the curiosity of students about science. For the design, we had to consider the fact that the participating students had limited access to educational laboratories and that they had weaknesses in regards to scientific background and to the development of scientific skills and critical thinking. , The design was based on the use of pedagogies focused on research . Each kit contained the materials listed in Table and a manual titled “Exploring the fun side of chemistry with Meyer-UIS”.…”

Section: Methodsmentioning

confidence: 99%

MóviLab: An Educational Strategy to Promote Chemistry and Science among Schoolchildren and Teenagers in Far Rural Areas of Colombia

García-Sánchez,

Amorocho-Cubides,

Correa-Delgado

et al. 2023

J. Chem. Educ.

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to promote chemistry and science among schoolchildren and teenagers from far rural areas of the Santurbań moor in Colombia during the COVID-19 pandemic. The strategy consisted of designing a kit with chemistry experiments that could be done at home by the students. The kit was accompanied by a lab book and an easy-to-read manual where the basic principles and instructions for doing the experiments were described. Students were organized in hotbeds from each one of the participant schools to develop the activities in the educational kit and share their experiences and results with a scientific tutor and with their peers during periodical virtual meetings. Owing to this dynamic, students developed a feel for chemistry and scientific experimentation while improving their writing and oral communication skills.

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“…El docente debe descubrir los intereses y las potencialidades de los niños y los jóvenes (Hernández, 2005). En otras palabras, profundizar en los sujetos y extraer desde su interior las capacidades y habilidades que, combinadas, permiten el desarrollo de las competencias (Salamanca-Meneses & Hernández-Suárez, 2018). La competencia no es una entidad innata, sino que se forma a partir de las experiencias sinérgicas que planifica el docente y la posibilidad de generar un aprendizaje motivado (Gallardo-Pérez, Hernández-Suárez & Arévalo-Duarte, 2017), y por ello: las prácticas pedagógicas, la planeación curricular y el ambiente de aula, son factores determinantes en este proceso.…”

Section: Competencias En El áRea De Ciencias Naturales Y Educación Ambientalunclassified

Planeación curricular y ambiente de aula en ciencias naturales: de las políticas y los lineamientos a la aplicación institucional

Suárez

Castro

Rojas-Guevara

2021

rev. investig. desarro. innov

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La calidad en la educación exige una completa articulación entre las políticas educativas y aquello que se hace en las aulas. El objetivo del estudio es analizar estos dos factores, aplicados dentro del área de ciencias naturales de una institución educativa colombiana, para los niveles de formación básica y media. Es una investigación de corte cualitativo, de nivel descriptivo, en el que se emplearon el método hermenéutico y la categorización. En el estudio participaron tres docentes de ciencias naturales y educación ambiental, a quienes se les aplicó una matriz de categorización sobre su planeación de asignatura y aula, así como a las políticas de orden nacional. En las políticas, la categoría más relevante es la competencia científica, asociada a la habilidad para realizar investigaciones de carácter científico. Sin embargo, desde la planeación curricular y el ambiente de aula, poco se profundiza en las habilidades propias de esta competencia. Se concluye que la planeación curricular de los docentes y el ambiente de aula, no se ajustan a las políticas educativas, en relación con la enseñanza de las ciencias naturales.

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Enseñanza en ciencias: la investigación como estrategia pedagógica

Cited by 8 publications

References 8 publications

Inquiry-based learning. Beliefs of trainee teachers in a physics course

Inquiry-based learning. Beliefs of trainee teachers in a physics course

MóviLab: An Educational Strategy to Promote Chemistry and Science among Schoolchildren and Teenagers in Far Rural Areas of Colombia

Planeación curricular y ambiente de aula en ciencias naturales: de las políticas y los lineamientos a la aplicación institucional

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