Modelo pedagógico de educación científica escolar

Torralbo, Alexandre Carbonnel; Ruz, Damián; Osorio, Ana; Hernández, Carla

doi:10.22201/iisue.24486167e.2019.166.59032

Cited by 6 publications

(7 citation statements)

References 12 publications

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“…Además, nos situamos en un punto intermedio respecto a lo establecido por Tiruneh y colaboradores (2017), considerando un modo de pensamiento crítico que se desarrolla al abordar tareas que requieren tanto conocimientos de áreas específicas como de la vida diaria. Encontramos este aspecto de gran relevancia, dado que creemos que puede ser determinante a la hora de transferir la formación adquirida en un ámbito académico a un ámbito cotidiano, aspecto clave de la formación científica en contexto (Carbonnel et al, 2019). Con esto pretendemos contribuir a una formación integral y una alfabetización realmente funcional que ayude a que las personas afronten en mejores condiciones las problemáticas reales de su vida.…”

Section: Fundamento Teóricounclassified

Cementerio nuclear, ¿sí o no? Una propuesta para la formación docente inicial en pensamiento crítico

Fernández-Oliveras

Gámez²,

Díaz-Moreno

et al. 2022

Estud. pedagóg.

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RESUMENLa pandemia de COVID-19 ha puesto de manifiesto la importancia de que la ciudadanía cuente con un pensamiento crítico desarrollado para afrontar temas controvertidos con implicaciones sociocientíficas. En este trabajo presentamos una propuesta didáctica para promover el desarrollo del pensamiento crítico en la formación docente inicial, enmarcada en un contexto sociocientífico: la gestión de residuos nucleares. Los objetivos son describir la secuencia de enseñanza-aprendizaje proporcionando orientaciones metodológicas sobre cómo implementarla, y examinar los niveles de actividad cognitiva y las destrezas de pensamiento crítico que se promueven, en base a respectivos marcos de análisis. La secuencia incorpora tres tipos distintos de actividades principales: análisis crítico de noticias de prensa, representación de un juego de rol y elaboración de un "mapa de la controversia sociocientífica". De los resultados del análisis destaca que en todas las sesiones se fomentan procesos cognitivos del nivel más alto y destrezas de orden superior del pensamiento crítico.Palabras clave: formación de profesores, propuesta didáctica, juego de roles, habilidades de pensamiento, objetivos educativos.

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Section: Fundamento Teóricounclassified

Cementerio nuclear, ¿sí o no? Una propuesta para la formación docente inicial en pensamiento crítico

Fernández-Oliveras

Gámez²,

Díaz-Moreno

et al. 2022

Estud. pedagóg.

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“…The contents, resources, processes and results are part of an organization that is elaborated by the educator through planning, which requires achieving the purpose to show when the students have acquired and developed the skills and abilities Carbonnel et al (2019), where learners will not only be recipients of information, but will also assimilate learning. Working with this methodology establishes the capacities of critical reasoning and metacognition; This is how Sagardia et al (2020), state that the burden on the student of the cognitive activities of memorizing tasks, or exams with nonsense questions that once marked, is forgotten, decreases; PBL provides students with work done with their own will, opinion and emotions of well-being.…”

Section: Project Based Learningmentioning

confidence: 99%

Project-based learning and its contribution in virtual education

Guerrero

Moreira

Zambrano

et al. 2021

irjmis

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At the present time, teaching is going through an experience at a global level, due to the Covid 19 pandemic. Students experienced a new way of learning, because of the health emergency; In this period, project-based learning was introduced as a contribution to virtual education, a methodology that was applied in the Sebastián Muñoz Educational Unit of the San Sebastián Parish of the Pichincha canton. The purpose of this work is to carry out an analysis of the contribution that this methodological strategy has had on high school students. The criterion that is intended to show is the marked acceptance that this significant learning has had, through a detailed analysis, starting from the management of the ordinary use platform Microsoft teams with which there is direct communication in the educational community. The qualitative method is proposed based on interpreting the data obtained from the objective set, using a direct survey of students and teachers. It was obtained as a result that the schoolchildren who make use of technological tools are precisely those who have efficient connectivity and that the educators who work the most applying the studied methodology are those who adequately handle the technological elements.

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“…To identify, deepen and analyze the information, it was also possible to collect a background documentary [13] that would allow us to know about the public education policies that underlying the Saber Pro exam for undergraduate students in the country and national statistical results for 2019. Based on the preliminary review, categories of importance for the study and their respective source of information for document analysis were established.…”

Section: Instruments For Collecting Informationmentioning

confidence: 99%

Analysis of Colombia’s Saber Pro results 2019 for natural science and environmental teachers training: Reflections and challenges in a higher education based in competences

2020

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University students from all academic programs and institutions of higher education in Colombia are evaluated through standardized tests that measure general and specific competencies according to the academic level (professional, technical). One of these tests corresponds to the called Saber Pro, where undergraduate students from all disciplinary areas are evaluated in two modules: generic (or basic) and specific competencies, which are related to evaluation, learning and teaching. The objective of this study is to carry out an analysis of the characterization of the population and the results that took the exam in 2019. The group correspond to teachers training in academic undergraduate programs in natural sciences and environmental education. The methodology carried out was the documentary analysis of the databases where we can find the results of this test for the study of population, the analysis of the results was carried out by qualitative and quantitative approach. Seventeen universities in the country of official and private origin were found with distance and face-toface modalities; characteristics of those evaluated students were established and there was also an analysis based on the individual averages per university for the test components. The analysis of the results allowed identifying the characteristics of socio-demographics, all most of them are in vulnerable situations, the women have major access to internet and computer tools and the educational levels completed is major in the students´ mother. As for the module of generic and specific competences, the highest and lowest individual weights per university and gender were identified.

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Modelo pedagógico de educación científica escolar

Cited by 6 publications

References 12 publications

Cementerio nuclear, ¿sí o no? Una propuesta para la formación docente inicial en pensamiento crítico

Cementerio nuclear, ¿sí o no? Una propuesta para la formación docente inicial en pensamiento crítico

Project-based learning and its contribution in virtual education

Analysis of Colombia’s Saber Pro results 2019 for natural science and environmental teachers training: Reflections and challenges in a higher education based in competences

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