Pedagogical practices for the approach to knowledge as social and natural scientists in high school students
This article presents the findings of an investigation that arose from the analysis and reflection of three teachers from a public institution in the department of Cundinamarca. They observed that students, in the areas of natural and social sciences, presented low levels in the performance of argum...
Saved in:
| Main Authors: | , , , |
|---|---|
| Format: | Online |
| Language: | spa |
| Published: |
Universidad Pedagógica y Tecnológica de Colombia
2020
|
| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10474 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1801706441695821824 |
|---|---|
| author | Castelblanco, Alexandra Cifuentes, José Eduardo Pinilla, Diana Patricia Pulido, Sarasbathy Debi |
| author_facet | Castelblanco, Alexandra Cifuentes, José Eduardo Pinilla, Diana Patricia Pulido, Sarasbathy Debi |
| author_sort | Castelblanco, Alexandra |
| collection | OJS |
| description | This article presents the findings of an investigation that arose from the analysis and reflection of three teachers from a public institution in the department of Cundinamarca. They observed that students, in the areas of natural and social sciences, presented low levels in the performance of argumentative, interpretative, and propositional skills; difficulty in explaining ideas and sustaining propositions and points of view; difficulty in making comparisons; and low capacity to formulate hypotheses and to provide answers in several exercises. For this reason, the research aimed to generate transformations in the classroom practices from the framework of teaching for understanding, in order to promote in students of basic secondary and high school the approach to knowledge as natural and social scientists do it. The research has a qualitative approach, with the methodology of pedagogical action research. It was possible to generate transformations in the pedagogical practices based on the constant questioning and reflection from the classroom, which led to the improvement of the students’ performance in the development of scientific competences, abilities, and attitudes. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-10474 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2020 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-104742021-07-13T03:54:03Z Pedagogical practices for the approach to knowledge as social and natural scientists in high school students Prácticas pedagógicas para la aproximación al conocimiento como científico social y natural en estudiantes de secundaria Práticas pedagógicas para a abordagem do conhecimento como cientista social e natural em estudantes do ensino secundário Castelblanco, Alexandra Cifuentes, José Eduardo Pinilla, Diana Patricia Pulido, Sarasbathy Debi scientific knowledge pedagogical strategy teaching for understanding pedagogical practices conocimiento científico estrategia pedagógica enseñanza para la comprensión prácticas pedagógicas conhecimento científico estratégia pedagógica ensino para a compreensão práticas pedagógicas This article presents the findings of an investigation that arose from the analysis and reflection of three teachers from a public institution in the department of Cundinamarca. They observed that students, in the areas of natural and social sciences, presented low levels in the performance of argumentative, interpretative, and propositional skills; difficulty in explaining ideas and sustaining propositions and points of view; difficulty in making comparisons; and low capacity to formulate hypotheses and to provide answers in several exercises. For this reason, the research aimed to generate transformations in the classroom practices from the framework of teaching for understanding, in order to promote in students of basic secondary and high school the approach to knowledge as natural and social scientists do it. The research has a qualitative approach, with the methodology of pedagogical action research. It was possible to generate transformations in the pedagogical practices based on the constant questioning and reflection from the classroom, which led to the improvement of the students’ performance in the development of scientific competences, abilities, and attitudes. El presente artículo presenta los hallazgos de una investigación que surgió del análisis y la reflexión de tres docentes de una institución pública del departamento de Cundinamarca. Ellos observaron que los estudiantes, en las áreas de ciencias naturales y sociales, presentaban bajos niveles en el desempeño de las competencias argumentativas, interpretativas y propositivas; dificultad para explicar las ideas y sustentar proposiciones y puntos de vista; dificultad para hacer comparaciones; y baja capacidad para formular hipótesis y dar respuestas en diversos ejercicios. Por tal razón, la investigación buscó generar transformaciones en las prácticas de aula desde el marco de la enseñanza para la comprensión, con el fin de promover la aproximación al conocimiento como lo hace un científico natural y social en estudiantes de educación básica secundaria y media académica. La investigación es de enfoque cualitativo, con la metodología de la investigación acción pedagógica. Se logró generar transformaciones en las prácticas pedagógicas a partir del constante cuestionamiento y reflexión desde el aula, que condujeron a mejorar los desempeños de los estudiantes en el desarrollo de competencias, habilidades y actitudes científicas. Este artigo relata as conclusões de uma pesquisa que surgiu da análise e reflexão de três professores de uma instituição pública do departamento de Cundinamarca. Eles observaram que os estudantes, nas áreas das ciências naturais e sociais, apresentaram baixos níveis no desempenho das competências argumentativas, interpretativas e proposicionais; dificuldade em explicar ideias e apoiar proposições e pontos de vista; dificuldade em fazer comparações; e baixa capacidade para formular hipóteses e dar respostas em vários exercícios. Por esta razão, a investigação procurou gerar transformações nas práticas na sala de aula a partir da perspectiva do ensino para a compreensão, a fim de promover a abordagem do conhecimento como o cientista natural e social nos estudantes do ensino secundário básico e secundário académico. A pesquisa tem um enfoque qualitativo, com a metodologia da pesquisa pedagógica de ação. Foi possível gerar transformações nas práticas pedagógicas a partir de constantes questionamentos e reflexões na sala de aula, o que levou a melhorar o desempenho dos estudantes no desenvolvimento de competências, habilidades e atitudes científicas. Universidad Pedagógica y Tecnológica de Colombia 2020-10-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/epub+zip application/xml https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10474 10.19053/22160159.v11.n27.2020.10474 Praxis & Saber; Vol. 11 No. 27 (2020): Didáctica de las Ciencias Experimentales; e10474 Praxis & Saber; Vol. 11 Núm. 27 (2020): Didáctica de las Ciencias Experimentales; e10474 Praxis & Saber; Vol. 11 No 27 (2020): Didáctica de las Ciencias Experimentales; e10474 Praxis & Saber; V. 11 N. 27 (2020): Didáctica de las Ciencias Experimentales; e10474 Praxis & Saber; v. 11 n. 27 (2020): Didáctica de las Ciencias Experimentales; e10474 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10474/9785 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10474/9786 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10474/9787 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10474/10374 Derechos de autor 2020 Alexandra Castelblanco, José Eduardo Cifuentes, Diana Patricia Pinilla, Sarasbathy Debi Pulido |
| spellingShingle | scientific knowledge pedagogical strategy teaching for understanding pedagogical practices conocimiento científico estrategia pedagógica enseñanza para la comprensión prácticas pedagógicas conhecimento científico estratégia pedagógica ensino para a compreensão práticas pedagógicas Castelblanco, Alexandra Cifuentes, José Eduardo Pinilla, Diana Patricia Pulido, Sarasbathy Debi Pedagogical practices for the approach to knowledge as social and natural scientists in high school students |
| title | Pedagogical practices for the approach to knowledge as social and natural scientists in high school students |
| title_alt | Prácticas pedagógicas para la aproximación al conocimiento como científico social y natural en estudiantes de secundaria Práticas pedagógicas para a abordagem do conhecimento como cientista social e natural em estudantes do ensino secundário |
| title_full | Pedagogical practices for the approach to knowledge as social and natural scientists in high school students |
| title_fullStr | Pedagogical practices for the approach to knowledge as social and natural scientists in high school students |
| title_full_unstemmed | Pedagogical practices for the approach to knowledge as social and natural scientists in high school students |
| title_short | Pedagogical practices for the approach to knowledge as social and natural scientists in high school students |
| title_sort | pedagogical practices for the approach to knowledge as social and natural scientists in high school students |
| topic | scientific knowledge pedagogical strategy teaching for understanding pedagogical practices conocimiento científico estrategia pedagógica enseñanza para la comprensión prácticas pedagógicas conhecimento científico estratégia pedagógica ensino para a compreensão práticas pedagógicas |
| topic_facet | scientific knowledge pedagogical strategy teaching for understanding pedagogical practices conocimiento científico estrategia pedagógica enseñanza para la comprensión prácticas pedagógicas conhecimento científico estratégia pedagógica ensino para a compreensão práticas pedagógicas |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10474 |
| work_keys_str_mv | AT castelblancoalexandra pedagogicalpracticesfortheapproachtoknowledgeassocialandnaturalscientistsinhighschoolstudents AT cifuentesjoseeduardo pedagogicalpracticesfortheapproachtoknowledgeassocialandnaturalscientistsinhighschoolstudents AT pinilladianapatricia pedagogicalpracticesfortheapproachtoknowledgeassocialandnaturalscientistsinhighschoolstudents AT pulidosarasbathydebi pedagogicalpracticesfortheapproachtoknowledgeassocialandnaturalscientistsinhighschoolstudents AT castelblancoalexandra practicaspedagogicasparalaaproximacionalconocimientocomocientificosocialynaturalenestudiantesdesecundaria AT cifuentesjoseeduardo practicaspedagogicasparalaaproximacionalconocimientocomocientificosocialynaturalenestudiantesdesecundaria AT pinilladianapatricia practicaspedagogicasparalaaproximacionalconocimientocomocientificosocialynaturalenestudiantesdesecundaria AT pulidosarasbathydebi practicaspedagogicasparalaaproximacionalconocimientocomocientificosocialynaturalenestudiantesdesecundaria AT castelblancoalexandra praticaspedagogicasparaaabordagemdoconhecimentocomocientistasocialenaturalemestudantesdoensinosecundario AT cifuentesjoseeduardo praticaspedagogicasparaaabordagemdoconhecimentocomocientistasocialenaturalemestudantesdoensinosecundario AT pinilladianapatricia praticaspedagogicasparaaabordagemdoconhecimentocomocientistasocialenaturalemestudantesdoensinosecundario AT pulidosarasbathydebi praticaspedagogicasparaaabordagemdoconhecimentocomocientistasocialenaturalemestudantesdoensinosecundario |
