The school knowledge in biodiversity in terms of re-signifying its teaching
A synthesis of the results of a formative assessment conducted with students of junior hihg school is presented. The objective was to investigate their conceptions about biodiversity in order to reveal the formative needs that require strengthening in the teaching of this...
| Main Authors: | , |
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2020
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11167 |
| _version_ | 1801706444427362304 |
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| author | De La Cruz, Lizeth Paola Pérez, Nabi Del Socorro |
| author_facet | De La Cruz, Lizeth Paola Pérez, Nabi Del Socorro |
| author_sort | De La Cruz, Lizeth Paola |
| collection | OJS |
| description | A synthesis of the results of a formative assessment conducted with students of junior hihg school is presented. The objective was to investigate their conceptions about biodiversity in order to reveal the formative needs that require strengthening in the teaching of this field of knowledge. A qualitative methodology was used and, from the hermeneutic paradigm, techniques such as semi-structured interviews, analysis of graphic organizers and observation guide were employed. The results prove that most students have basic competence in the contents related to biodiversity, restricted to the animal andvegetal organisms. This reflects a low level in establishing connections, since concepts such as genetic and ecosystemic diversity, adaptation, evolution, among others, are dismissed. Thus, it is necessary to strengthen in the students the complex relational knowledge through didactic strategies to resignify the teachinglearning process. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-11167 |
| 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-111672021-07-13T03:54:17Z The school knowledge in biodiversity in terms of re-signifying its teaching El saber escolar en biodiversidad en clave para resignificar su enseñanza SAVOIR SCOLAIRE EN BIODIVERSITÉ EST LA CLÉ DE SON ENSEIGNEMENT O saber escolar sobre biodiversidade como chave para re-significar o seu ensino De La Cruz, Lizeth Paola Pérez, Nabi Del Socorro biodiversity concepts knowledge teaching biodiversidad concepciones saberes enseñanza biodiversidade concepções saberes ensino A synthesis of the results of a formative assessment conducted with students of junior hihg school is presented. The objective was to investigate their conceptions about biodiversity in order to reveal the formative needs that require strengthening in the teaching of this field of knowledge. A qualitative methodology was used and, from the hermeneutic paradigm, techniques such as semi-structured interviews, analysis of graphic organizers and observation guide were employed. The results prove that most students have basic competence in the contents related to biodiversity, restricted to the animal andvegetal organisms. This reflects a low level in establishing connections, since concepts such as genetic and ecosystemic diversity, adaptation, evolution, among others, are dismissed. Thus, it is necessary to strengthen in the students the complex relational knowledge through didactic strategies to resignify the teachinglearning process. Se presenta una síntesis de resultados de una evaluación formativa realizada a estudiantes de básica secundaria. El propósito fue indagar sus concepciones de biodiversidad para develar las necesidades formativas que requieren fortalecerse en la enseñanza de este campo de conocimiento. Se siguió una metodología cualitativa y, desde el paradigma hermenéutico, se emplearon técnicas como entrevistas semiestructuradas, el análisis de organizadores gráficos y la guía de observación. Los resultados evidencian que la mayoría de los estudiantes muestra dominio básico de los contenidos relacionados con la biodiversidad, limitado a los organismos animales y vegetales. Esto refleja un bajo nivel al establecer relaciones, pues se desestiman conceptos como diversidad genética y ecosistémica, adaptación, evolución, entre otros. Así, se requiere fortalecer en los estudiantes el conocimiento relacional complejo a través de estrategias didácticas que resignifiquen el proceso de enseñanzaaprendizaje. Une synthèse des résultats d'une évaluation formative réalisée pour les élèves du secondaire de base est présentée. Dans le but d'étudier leurs conceptions de la Biodiversité, (ci-après la connaissance) en relation avec l'émergence d'éléments liés dans leur configuration, en attendant une connaissance relationnelle en biodiversité qui esquisse un domaine complexe associant les catégories liées à la biodiversité, vers un savoir-faire et savoir comment être, et à partir de là, dévoiler les besoins de formation qui doivent être renforcés dans l'enseignement de ce domaine de la connaissance. Suivant une méthodologie qualitative et du paradigme herméneutique, des techniques telles que les entretiens semi-structurés, l'analyse des organisateurs graphiques et le guide d'observation ont été utilisés. Les résultats montrent que la majorité des étudiants démontrent une maîtrise de base des contenus liés à la biodiversité limitée à la variété des organismes animaux et végétaux, reflétant un faible niveau d'établissement de relations, écartant des concepts tels que la diversité génétique et écosystémique, l'adaptation, l'évolution, entre autres. , révélant qu'il est nécessaire de renforcer les connaissances relationnelles complexes chez les étudiants grâce à des stratégies didactiques qui relancent le processus d'enseignement-apprentissage. Apresenta-se uma síntese dos resultados de uma avaliação formativa conduzida com estudantes de ensino médio. O objetivo foi investigar as suas concepções sobre biodiversidade a fim de revelar as necessidades de formação que requerem um reforço no ensino deste campo do conhecimento. Seguiu-se uma metodologia qualitativa e, a partir do paradigma hermenêutico, utilizaram-se técnicas como as entrevistas semiestruturadas, a análise dos organizadores gráficos e a guia de observação. Os resultados revelam que a maioria dos estudantes mostra um domínio básico dos conteúdos relacionados com a biodiversidade,limitado aos organismos animais e vegetais. Esta situação é um reflexo de um baixo nível noestabelecimento de relações, dado que conceitos como diversidade genética e de ecossistemas, adaptação, evolução, entre outros, são descartados. Por conseguinte, é necessário reforçar nos estudantes o complexo conhecimento relacional através de estratégias didáticas capazes de resignificar o processo de ensino-aprendizagem. Universidad Pedagógica y Tecnológica de Colombia 2020-10-23 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/11167 10.19053/22160159.v12.n28.2021.11167 Praxis & Saber; Vol. 11 No. 27 (2020): Didáctica de las Ciencias Experimentales; e11167 Praxis & Saber; Vol. 11 Núm. 27 (2020): Didáctica de las Ciencias Experimentales; e11167 Praxis & Saber; Vol. 11 No 27 (2020): Didáctica de las Ciencias Experimentales; e11167 Praxis & Saber; V. 11 N. 27 (2020): Didáctica de las Ciencias Experimentales; e11167 Praxis & Saber; v. 11 n. 27 (2020): Didáctica de las Ciencias Experimentales; e11167 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11167/9879 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11167/9880 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11167/9881 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11167/10378 Derechos de autor 2020 LIZETH PAOLA DE LA CRUZ GONZÁLEZ |
| spellingShingle | biodiversity concepts knowledge teaching biodiversidad concepciones saberes enseñanza biodiversidade concepções saberes ensino De La Cruz, Lizeth Paola Pérez, Nabi Del Socorro The school knowledge in biodiversity in terms of re-signifying its teaching |
| title | The school knowledge in biodiversity in terms of re-signifying its teaching |
| title_alt | El saber escolar en biodiversidad en clave para resignificar su enseñanza SAVOIR SCOLAIRE EN BIODIVERSITÉ EST LA CLÉ DE SON ENSEIGNEMENT O saber escolar sobre biodiversidade como chave para re-significar o seu ensino |
| title_full | The school knowledge in biodiversity in terms of re-signifying its teaching |
| title_fullStr | The school knowledge in biodiversity in terms of re-signifying its teaching |
| title_full_unstemmed | The school knowledge in biodiversity in terms of re-signifying its teaching |
| title_short | The school knowledge in biodiversity in terms of re-signifying its teaching |
| title_sort | school knowledge in biodiversity in terms of re signifying its teaching |
| topic | biodiversity concepts knowledge teaching biodiversidad concepciones saberes enseñanza biodiversidade concepções saberes ensino |
| topic_facet | biodiversity concepts knowledge teaching biodiversidad concepciones saberes enseñanza biodiversidade concepções saberes ensino |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11167 |
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