Desarrollo del pensamiento crítico y reflexivo a partir de la enseñanza del sonido
Based on a dimensional perspective of the didactics of physics, that includes teacher's domain in disciplinary, socio-cultural and interactional aspects of the class, we define as study problem, the development of critical and reflexive thinking skills through the physics class. This was an act...
- Autores:
-
Fonseca Hincapié, Yenny Lucila
Castiblanco Abril, Olga Lucía
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2020
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- spa
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/15780
- Acceso en línea:
- https://revistas.pedagogica.edu.co/index.php/TED/article/view/7841
http://hdl.handle.net/20.500.12209/15780
- Palabra clave:
- Didáctica de la física
Teoría de la educación
Enseñanza del sonido
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc/4.0
| Summary: | Based on a dimensional perspective of the didactics of physics, that includes teacher's domain in disciplinary, socio-cultural and interactional aspects of the class, we define as study problem, the development of critical and reflexive thinking skills through the physics class. This was an action-research with students in high school, in Bogotá. To this end, it was necessary to design a methodological strategy to teach the concept of sound in phases, looking for stimulating five skills to critical thinking: analysis, interpretation, inference, evaluation and self-regulation. Three cycles of analysis were developed, orienting students in levels of participation, language development, formulation of arguments, and self-recognition of their learning processes. We approach concepts related to sound qualities starting from the analysis of the effects of music and the classification of instruments, until conceptualizing the characteristics of sound waves. We found that it is possible to develop reflexive critical thinking in the learning of concepts such as pitch, timbre and intensity of sound since they have a lot to do with the students' life experiences. We also observed that both, the students and the teacher, improved their disposition for the debate, expression of diverse ideas and argumentation. All the above, to consolidate their explanations and refine their conceptual organizations. There were reformulations about imaginaries in relation to the significance of teaching and learning physics beyond the transmission of content. |
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