La enseñanza de la biología en el bachillerato a partir del aprendizaje basado en problemas (ABP)

Abstract

Con base en los fundamentos constructivistas de la educación, el aprendizaje basado en problemas (ABP) se constituye como una opción viable para contrarrestar los problemas que conlleva la enseñanza tradicional de la ciencia. En tal sentido, se presenta una investigación cimentada en el ABP que muestra la promoción de habilidades de pensamiento necesarias para el aprendizaje significativo de contenidos de la biología en el bachillerato. Se trabajó con estudiantes de sexto semestre del Colegio de Ciencias y Humanidades, particularmente en una situación-problema que requirió de su análisis y solución a partir de los principios de la selección natural, y del apoyo de diversas estrategias didácticas. Se utilizó un diseño cuasi-experimental, con análisis estadísticos y cualitativos de los datos obtenidos. Los resultados sugieren que el ABP es una opción pedagógica para el aprendizaje significativo de contenidos de la Biología, o bien, como estrategia didáctica complementaria que potencia estrategias de enseñanza más tradicionales.

Problem Based Learning as strategy for the development of competences in secondary education students

“…The results show that, before the experimental treatment with the strategy ABP 76% of students of l group control and experiences have obtained the level of start, in the pre test, wants to say that no evidence the attainment of learning in the mentioned students. Results that resemble the studies carried out by Pantoja & Covarrubias (2013) where conclude that it does not exist significant differences between the experimental group and group control regarding performance before the application of the ABP. Another study Villalobos et al (2016) arrives to results where indicate that in the application of the pre test in the diagnostic of the level of competitions of critical thought, the value obtained was of 0.3537 finding very underneath of the value of reference in the tables, indicating that there is not significant difference between the groups control and experimental.…”

“…Another study Villalobos et al (2016) arrives to results where indicate that in the application of the pre test in the diagnostic of the level of competitions of critical thought, the value obtained was of 0.3537 finding very underneath of the value of reference in the tables, indicating that there is not significant difference between the groups control and experimental. The results obtained evidence that both groups found in similar conditions before applying the experimental treatment with the strategy ABP (table 3), where observes that the arithmetical average of the notes of the experimental group (X and = 8.00) and the notes of the group control ((X c = 8,5) are similar obtained in the pre proof, on the learning and development of competitions of the area of CTA, that is to say the experimental group requires the application of the strategy of the ABP, which improve substantially the attainment of learning of the students, of the same way observe the similarities of the variance and standard deviation in both groups, resulted that they are similar to Pantoja & Covarrubias (2013) where conclude that it does not exist significant differences between the experimental group and group control regarding performance before the application of the ABP, resulted that it was of t obt -0.130, minor to the level of significancia (α=0.05) that fuand of tα -2.05, by what: t obt = -0.130/</ tα=-2.05.…”

“…The data presented in the table 2 and table 4, consider that there was an improvement between the proof pre proof and post proof in the development of competitions: inquire by means of scientific methods to build knowledge and explains the physical world basing in knowledge on living beings, matter and energy, biodiversity, Tierra and universe of the area of CTA, in the students of the fourth degree of the secondary level, before and after having applied the strategy ABP. The results presented in the Table 4 restate the said, in the table 5, where observes that the arithmetical average of l average of the notes obtained of the experimental group (X and = 16,27), is main that the arithmetical average of the notes of the group control (X c = 10,46), obtained in the proof of exit, after the application of the ABP like strategy in the development of competitions: inquire by means of scientific methods to build knowledge and explains the physical world basing in knowledge on living beings, matter and energy, biodiversity, Tierra and universe of the area of CTA, indicating that the experimental group has main average that the group control, wants to say that the group experimental has improved substantially in the attainment of learning, by means of the development of competitions, results that resemble with Pantoja & Covarrubias (2013) those who indicate that with the application of the proof of Kolmogorov Smirnov to the experimental group in the post proof, obtained a Pobt of 0.94, values that were above the level of significance (=0.05) that it was of P α 0.31, whereas for the group control in the post proof obtained a Pobt of 0.51, value that was by on top of the level of significance (α=0.05) whose value was of P 0.29, then if: Pobt ≥Pα accepts the H or, that is to say between the experimental group and group control present significant differences in the notes of pre proof and post proof, where observes that the experimental group improved in his exert academic with the application of the ABP . Another study that relates to our investigation, is those who affirm that the ABP applied like strategy is effective for achieve social competitions in the students like social skills, work in team, the interaction, the communication, leadership (Ochoa, 2017).…”

Teaching genetics in schools

“…La concepción en la que se creía que el conocimiento particular en un área solo era necesario para enseñarla, es decir, bastaba solo con saber los conceptos básicos y sus principios ha quedado en el olvido desde una perspectiva educativa, fenómeno que se comprueba leyendo las reformas curriculares en todos los niveles educativos, que han puesto al estudiante como eje central del aprendizaje potencializando las capacidades de "aprender a aprender" (Castro & Papahiu, 2013).…”

Metodología Abp: Habilidades De Autonomía Y Trabajo Colaborativo en Estudiantes De Bachillerato

“…La metodología ABP puede ser una alternativa que permite desarrollar habilidades de aprendizaje, que incidan en los índices de reprobación y deserción escolar (Fernández y Duarte, 2013). Si bien, en la revisión documental no se encontraron propuestas metodológicas detalladas desde el ABP en EMS para impartir la materia de psicología en México, existen estudios en otras áreas del conocimiento que han contribuido al mejoramiento de los procesos de aprendizaje aún y cuando no detallan, ni muestran al lector la propuesta desarrollada (Pantoja y Covarrubias, 2013;Ríos, Urrutia y Contreras, 2013) La presente investigación tuvo como objetivo promover la autonomía y el trabajo colaborativo en estudiantes de 5º semestre del CCH Vallejo mediante la aplicación del Aprendizaje Basado en Problemas (ABP) como metodología que contempla elementos adicionales a la sola presentación de un problema. En particular, se diseñó y aplicó esta propuesta para la enseñanza del tema Escuelas psicológicas de la asignatura de Psicología, que se imparte en quinto semestre del CCH.…”