La lectura en la actualización de las guías de aprendizaje de Escuela Nueva para fortalecer las competencias básicas en Ciencias Naturales
The article is contextualized in basic primary education based on the methodology proposed by Escuela Nueva. The reading category is studied as a process that strengthens the development of basic competen-cies in the natural sciences. The scope of the work is the Institución Fray Manuel Álvarez, Sed...
- Autores:
-
CARVAJAL RUEDA, SONIA
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2018
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/5889
- Acceso en línea:
- https://hdl.handle.net/11323/5889
https://doi.org/10.17981/cultedusoc.10.1.2019.12
https://repositorio.cuc.edu.co/
- Palabra clave:
- Lectura
Guías de aprendizaje
Escuela nueva
Competencias básicas
Ciencias naturales
Reading
Learning guides
New school
Basic skills
Natural sciences
- Rights
- openAccess
- License
- CC0 1.0 Universal
| Summary: | The article is contextualized in basic primary education based on the methodology proposed by Escuela Nueva. The reading category is studied as a process that strengthens the development of basic competen-cies in the natural sciences. The scope of the work is the Institución Fray Manuel Álvarez, Sede La Sabana (Cúcuta, Colombia). The methodological systematization involved four moments of research: 1) character-ization of the problem, 2) approximation to the state of the art and theoretical-conceptual foundation, 3) based on these referents, a qualitative approach was applied through action research that allowed studying the educational reality of the students as main actors of the research and 4) finally a triangulation process was covered to interpret the information, documentation emanating from the Ministry of National Education of Colombia (MEN), specifically guidelines, Standards of Competence and Basic Learning Rights in Natural Sciences (MEN, 2016) and the results obtained from the diagnosis and conception of a pedagogical proposal whose purpose was to restructure and contextualize the learning guidelines for the new school. The proposal consists of practical activities and integrated application to basic competences of interpretation, argumentation and proposal in correspondence with the moments: before, during and after the reading. It is also concluded that the change in the reading process is slow but consistent to achieve significant learning in the students, highlighting as limiting, the time and school grades of the majority of parents. |
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