Conceptual Maps and Their Influence on Teaching for Understanding
This work presents an educational experience with students of the sixth grade of the Pablo VI Educational Institution in Sotaquirá(Boyacá, Colombia), and seventh grade of the Sergio Camargo Educational Institution in Miraflores (Boyacá, Colombia)...
| Main Authors: | , |
|---|---|
| Format: | Online |
| Language: | spa |
| Published: |
Universidad Pedagógica y Tecnológica de Colombia
2019
|
| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/9401 |
| _version_ | 1801706619754512384 |
|---|---|
| author | Rodríguez Garzón, Libia Andrea Rueda Vargas, Manuel Antonio |
| author_facet | Rodríguez Garzón, Libia Andrea Rueda Vargas, Manuel Antonio |
| author_sort | Rodríguez Garzón, Libia Andrea |
| collection | OJS |
| description | This work presents an educational experience with students of the sixth grade of the Pablo VI Educational Institution in Sotaquirá(Boyacá, Colombia), and seventh grade of the Sergio Camargo Educational Institution in Miraflores (Boyacá, Colombia) in the area of Natural Sciences and Environmental Education, during the first semester of the year 2017. The results of the first and second period in the area are contrasted once the proposed strategy has been applied. The fundamental objective is the significant understanding of scientific knowledge through conceptual maps, applied in the design and development of structured didactic units for sixth grade in natural sciences, which support the Research - Action methodology implemented for the proposal. It is based on theworks of Joseph Novak (1992), on conceptual maps; Meaningful learning, by David Ausubel (1963); and the epistemological contributions of David Perkins (2010) regarding Education for Understanding, and Julián de Zubiría Samper (2006) regarding pedagogical models and the meaning of education. With the implementation of structured didactic units based on conceptual maps, a significant knowledge of the natural sciences is promoted in the institution under study, allowing students not only to learn, but also to do it comprehensively. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-9401 |
| institution | Revista Educación y Ciencia |
| language | spa |
| publishDate | 2019 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-94012021-08-03T00:13:17Z Conceptual Maps and Their Influence on Teaching for Understanding LOS MAPAS CONCEPTUALES Y SU INFLUENCIA EN LA ENSEÑANZA PARA LA COMPRENSIÓN Conceptual Maps and Their Influence on Teaching for Understanding Rodríguez Garzón, Libia Andrea Rueda Vargas, Manuel Antonio Education, Strategy, Meaningful understanding, Conceptual map, Students, Research Education, Strategy, Meaningful understanding, Conceptual map, Students, Research This work presents an educational experience with students of the sixth grade of the Pablo VI Educational Institution in Sotaquirá(Boyacá, Colombia), and seventh grade of the Sergio Camargo Educational Institution in Miraflores (Boyacá, Colombia) in the area of Natural Sciences and Environmental Education, during the first semester of the year 2017. The results of the first and second period in the area are contrasted once the proposed strategy has been applied. The fundamental objective is the significant understanding of scientific knowledge through conceptual maps, applied in the design and development of structured didactic units for sixth grade in natural sciences, which support the Research - Action methodology implemented for the proposal. It is based on theworks of Joseph Novak (1992), on conceptual maps; Meaningful learning, by David Ausubel (1963); and the epistemological contributions of David Perkins (2010) regarding Education for Understanding, and Julián de Zubiría Samper (2006) regarding pedagogical models and the meaning of education. With the implementation of structured didactic units based on conceptual maps, a significant knowledge of the natural sciences is promoted in the institution under study, allowing students not only to learn, but also to do it comprehensively. Este trabajo presenta una experiencia educativa con estudiantes del grado sexto de la Institución Educativa Técnica Pablo VI del municipio de Sotaquirá y grado séptimo de la Institución Educativa Sergio Camargo de Miraflores en Boyacá, en el área de Ciencias Naturales y Educación Ambiental, sociales , sucedida durante el primer semestre del año 2017. Se contrastan los resultados del primer y segundo período en el área, una vez aplicada la estrategia propuesta.El objetivo fundamental es la comprensión significativa del conocimiento científico a través del organizador gráfico mapa conceptual, aplicado en el diseño y desarrollo de unidades didácticas estructuradas para ciencias naturales de grado sexto, las cuales sustentan la metodología de Investigación-Acción implementada para la ejecución de la propuesta. Se sustenta en los trabajos de Joseph Novak (1992), sobre mapas conceptuales; el aprendizaje significativo de David Ausubel (1963); y los aportes epistemológicos de David Perkins (2010) respecto a la Educación para la comprensión, y de Julián de Zubiría Samper (2006) en cuanto a modelos pedagógicos y el sentido de la educación. Con la implementación de unidades didácticas estructuradas a partir de mapas conceptuales, se promueve un conocimiento significativo de las ciencias naturales en la institución objeto de estudio, permitiendo a los estudiantes no sólo aprender sinotambién hacerlo comprensivamente. Universidad Pedagógica y Tecnológica de Colombia 2019-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/9401 10.19053/0120-7105.eyc.2018.21.e9401 Educación y Ciencia; Núm. 21 (2018); 109-118 2805-6655 spa https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/9401/7847 Derechos de autor 2019 EDUCACIÓN Y CIENCIA |
| spellingShingle | Education, Strategy, Meaningful understanding, Conceptual map, Students, Research Education, Strategy, Meaningful understanding, Conceptual map, Students, Research Rodríguez Garzón, Libia Andrea Rueda Vargas, Manuel Antonio Conceptual Maps and Their Influence on Teaching for Understanding |
| title | Conceptual Maps and Their Influence on Teaching for Understanding |
| title_alt | LOS MAPAS CONCEPTUALES Y SU INFLUENCIA EN LA ENSEÑANZA PARA LA COMPRENSIÓN Conceptual Maps and Their Influence on Teaching for Understanding |
| title_full | Conceptual Maps and Their Influence on Teaching for Understanding |
| title_fullStr | Conceptual Maps and Their Influence on Teaching for Understanding |
| title_full_unstemmed | Conceptual Maps and Their Influence on Teaching for Understanding |
| title_short | Conceptual Maps and Their Influence on Teaching for Understanding |
| title_sort | conceptual maps and their influence on teaching for understanding |
| topic | Education, Strategy, Meaningful understanding, Conceptual map, Students, Research Education, Strategy, Meaningful understanding, Conceptual map, Students, Research |
| topic_facet | Education, Strategy, Meaningful understanding, Conceptual map, Students, Research Education, Strategy, Meaningful understanding, Conceptual map, Students, Research |
| url | https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/9401 |
| work_keys_str_mv | AT rodriguezgarzonlibiaandrea conceptualmapsandtheirinfluenceonteachingforunderstanding AT ruedavargasmanuelantonio conceptualmapsandtheirinfluenceonteachingforunderstanding AT rodriguezgarzonlibiaandrea losmapasconceptualesysuinfluenciaenlaensenanzaparalacomprension AT ruedavargasmanuelantonio losmapasconceptualesysuinfluenciaenlaensenanzaparalacomprension |
