Problem-based learning: a proposal for teacher qualification
This text describes a research experience of qualification with natural science teachers,which had the objective of them adopting a strategy of educational work and thus considering alternatives that would favour the development of competences, of critical thinking, and of school s...
| Main Authors: | , |
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2021
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11174 |
| _version_ | 1801706444821626880 |
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| author | Hernández, Rubinsten Moreno, Sandra Maritza |
| author_facet | Hernández, Rubinsten Moreno, Sandra Maritza |
| author_sort | Hernández, Rubinsten |
| collection | OJS |
| description | This text describes a research experience of qualification with natural science teachers,which had the objective of them adopting a strategy of educational work and thus considering alternatives that would favour the development of competences, of critical thinking, and of school scientific knowledge construction; as well as recognizing the value of team work to favour the learning development. The proposal reflects the experience, considerations and suggestions gained during two years of implementation. It was developed based on a staged structure and considered the coherence between the conceptual elements of the problem-based learning strategy and its implementation. The strategy is based on existing documentation in the area but adjusted to the specific context of development. The results revealed the potential of the strategy. The cooperative work, the structuring concepts, and the metacognitive process, among other aspects, are highlighted; but, at the same time, their limitations are recognized regarding the time required for the design of the problem and the implementation of the strategy. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-11174 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2021 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-111742023-02-11T03:36:21Z Problem-based learning: a proposal for teacher qualification El aprendizaje basado en problemas: una propuesta de cualificación docente Aprendizagem baseada em problemas: uma proposta de qualificação docente Hernández, Rubinsten Moreno, Sandra Maritza problem-based learning teaching strategy scientific thinking critical thinking teamwork aprendizaje basado en problemas estrategia didáctica pensamiento científico pensamiento crítico trabajo en equipo aprendizagem baseada em problemas estratégia didática pensamento científico pensamento crítico trabalho em equipe This text describes a research experience of qualification with natural science teachers,which had the objective of them adopting a strategy of educational work and thus considering alternatives that would favour the development of competences, of critical thinking, and of school scientific knowledge construction; as well as recognizing the value of team work to favour the learning development. The proposal reflects the experience, considerations and suggestions gained during two years of implementation. It was developed based on a staged structure and considered the coherence between the conceptual elements of the problem-based learning strategy and its implementation. The strategy is based on existing documentation in the area but adjusted to the specific context of development. The results revealed the potential of the strategy. The cooperative work, the structuring concepts, and the metacognitive process, among other aspects, are highlighted; but, at the same time, their limitations are recognized regarding the time required for the design of the problem and the implementation of the strategy. En este texto se describe una experiencia investigativa de cualificación con profesores de ciencias naturales, que tuvo por objetivo que ellos se apropiaran de una estrategia de trabajo escolar y así consideraran alternativas que favorecieran el desarrollo de competencias, de pensamiento crítico y de construcción de conocimiento científico escolar; además de que reconocieran el valor del trabajo en equipo para favorecer el desarrollo de aprendizajes. La propuesta recoge la experiencia, las consideraciones y las sugerencias de dos años de implementación. Se desarrolló a partir de una estructura organizada en etapas y se tuvo presente la coherencia entre los elementos conceptuales de la estrategia de aprendizaje basado en problemas y su puesta en marcha. La estrategia toma como base la literatura existente en el campo, pero se ajustó a los contextos específicos de desarrollo. Los resultados permitieron evidenciar la potencia de la estrategia. Se destaca el trabajo cooperativo, los conceptos estructurantes y el proceso metacognitivo, entre otros aspectos; pero, a la vez, se reconocen sus limitaciones en relación con el tiempo de diseño del problema y la puesta en marcha de la estrategia. Este texto descreve uma experiência de investigação de qualificação com professores de ciências naturais, cujo objetivo foi que eles se apropriassem de uma estratégia de trabalho escolar e, assim, considerassem alternativas que favorecessem o desenvolvimento de competências, o pensamento crítico e a construção do conhecimento científico escolar; além de reconhecer o valor do trabalho em equipe para promover o desenvolvimento da aprendizagem. A proposta inclui a experiência, considerações e sugestões de dois anosde implementação. Foi desenvolvida a partir de uma estrutura organizada em etapas e foi considerada a coerência entre os elementos conceituais da estratégia de aprendizagem baseada em problemas e sua implementação. A estratégia baseia-se na literatura existente no campo, mas foi ajustada a contextos específicos de desenvolvimento. Os resultados mostraram o potencial da estratégia. O trabalho cooperativo, os conceitos estruturantes e o processo metacognitivo, entre outros aspectos, são destacados; mas, ao mesmo tempo, suas limitações são reconhecidas em relação ao tempo de desenho do problema e aimplementação da estratégia. Universidad Pedagógica y Tecnológica de Colombia 2021-03-06 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml text/html application/epub+zip https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11174 10.19053/22160159.v12.n31.2021.11174 Praxis & Saber; Vol. 12 No. 31 (2021): Investigación y pedagogía; e11174 Praxis & Saber; Vol. 12 Núm. 31 (2021): Investigación y pedagogía; e11174 Praxis & Saber; Vol. 12 No 31 (2021): Investigación y pedagogía; e11174 Praxis & Saber; V. 12 N. 31 (2021): Investigación y pedagogía; e11174 Praxis & Saber; v. 12 n. 31 (2021): Investigación y pedagogía; e11174 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11174/10315 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11174/12618 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11174/10316 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11174/10317 Derechos de autor 2021 Rubinsten Hernández, Sandra Maritza Moreno http://creativecommons.org/licenses/by-nc/4.0 |
| spellingShingle | problem-based learning teaching strategy scientific thinking critical thinking teamwork aprendizaje basado en problemas estrategia didáctica pensamiento científico pensamiento crítico trabajo en equipo aprendizagem baseada em problemas estratégia didática pensamento científico pensamento crítico trabalho em equipe Hernández, Rubinsten Moreno, Sandra Maritza Problem-based learning: a proposal for teacher qualification |
| title | Problem-based learning: a proposal for teacher qualification |
| title_alt | El aprendizaje basado en problemas: una propuesta de cualificación docente Aprendizagem baseada em problemas: uma proposta de qualificação docente |
| title_full | Problem-based learning: a proposal for teacher qualification |
| title_fullStr | Problem-based learning: a proposal for teacher qualification |
| title_full_unstemmed | Problem-based learning: a proposal for teacher qualification |
| title_short | Problem-based learning: a proposal for teacher qualification |
| title_sort | problem based learning a proposal for teacher qualification |
| topic | problem-based learning teaching strategy scientific thinking critical thinking teamwork aprendizaje basado en problemas estrategia didáctica pensamiento científico pensamiento crítico trabajo en equipo aprendizagem baseada em problemas estratégia didática pensamento científico pensamento crítico trabalho em equipe |
| topic_facet | problem-based learning teaching strategy scientific thinking critical thinking teamwork aprendizaje basado en problemas estrategia didáctica pensamiento científico pensamiento crítico trabajo en equipo aprendizagem baseada em problemas estratégia didática pensamento científico pensamento crítico trabalho em equipe |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11174 |
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