Experiencias de laboratorio como estrategia didáctica que fortalezca la competencia científica explicación de fenómenos

Teaching of natural sciences must lead teachers to reflect in the search for innovative methodologies that allow the construction of knowledge of natural sciences through the development of scientific competencies in students. In this referential field, the purpose of this work is to study the relation between the implementation of laboratory experiences as a didactic strategy and the level of the scientific competence of explanation of phenomena in fifth and sixth grade students. The study is based on a mixed approach through a Deductive rationalist epistemological approach and a Socio-Critical Methodological paradigm, and as method action research implementing Elliot's four phases (diagnosis, planning, action and reflection). The research is contextualized in the IDDI Nueva Granada and the Paulino Salgado “Batata” Etnoeducational IED. The findings show that laboratory experiences as a didactic strategy influence scientific competence in explaining phenomena since it strengthens students' skills, and that they are able to analyze and understand concepts related to the given topics, associating theory with practice in teaching-learning processes.

• Autores: Corchos , Yolima; Pérez-Herrera, Rosmary
• Fecha de publicación: 2024
• Institución: Corporación Universidad de la Costa
• Repositorio: REDICUC - Repositorio CUC
• Idioma: spa
• OAI Identifier: oai:repositorio.cuc.edu.co:11323/12989
• Acceso en línea: https://hdl.handle.net/11323/12989; https://repositorio.cuc.edu.co
• Palabra clave: Scientific competence; Explanation of phenomena; Laboratory experiences; Natural sciences; Competencia científica; Explicación de fenómenos; Experiencias de laboratorio; Ciencias naturales
• Rights: openAccess
• License: Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)