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
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dc.title.spa.fl_str_mv |
Desarrollo del pensamiento crítico y reflexivo a partir de la enseñanza del sonido |
title |
Desarrollo del pensamiento crítico y reflexivo a partir de la enseñanza del sonido |
spellingShingle |
Desarrollo del pensamiento crítico y reflexivo a partir de la enseñanza del sonido Didáctica de la física Teoría de la educación Enseñanza del sonido |
title_short |
Desarrollo del pensamiento crítico y reflexivo a partir de la enseñanza del sonido |
title_full |
Desarrollo del pensamiento crítico y reflexivo a partir de la enseñanza del sonido |
title_fullStr |
Desarrollo del pensamiento crítico y reflexivo a partir de la enseñanza del sonido |
title_full_unstemmed |
Desarrollo del pensamiento crítico y reflexivo a partir de la enseñanza del sonido |
title_sort |
Desarrollo del pensamiento crítico y reflexivo a partir de la enseñanza del sonido |
dc.creator.fl_str_mv |
Fonseca Hincapié, Yenny Lucila Castiblanco Abril, Olga Lucía |
dc.contributor.author.spa.fl_str_mv |
Fonseca Hincapié, Yenny Lucila Castiblanco Abril, Olga Lucía |
dc.subject.spa.fl_str_mv |
Didáctica de la física Teoría de la educación Enseñanza del sonido |
topic |
Didáctica de la física Teoría de la educación Enseñanza del sonido |
description |
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. |
publishDate |
2020 |
dc.date.issued.none.fl_str_mv |
2020-02-20 |
dc.date.accessioned.none.fl_str_mv |
2021-08-02T16:53:45Z |
dc.date.available.none.fl_str_mv |
2021-08-02T16:53:45Z |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
dc.type.coarversion.fl_str_mv |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
dc.type.local.spa.fl_str_mv |
Artículo de revista |
dc.type.coar.eng.fl_str_mv |
http://purl.org/coar/resource_type/c_6501 |
dc.type.driver.eng.fl_str_mv |
info:eu-repo/semantics/article |
format |
http://purl.org/coar/resource_type/c_6501 |
dc.identifier.none.fl_str_mv |
https://revistas.pedagogica.edu.co/index.php/TED/article/view/7841 10.17227/ted.num47-7841 |
dc.identifier.issn.none.fl_str_mv |
2323-0126 2665-3184 |
dc.identifier.uri.none.fl_str_mv |
http://hdl.handle.net/20.500.12209/15780 |
url |
https://revistas.pedagogica.edu.co/index.php/TED/article/view/7841 http://hdl.handle.net/20.500.12209/15780 |
identifier_str_mv |
10.17227/ted.num47-7841 2323-0126 2665-3184 |
dc.language.iso.none.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://revistas.pedagogica.edu.co/index.php/TED/article/view/7841/8090 https://revistas.pedagogica.edu.co/index.php/TED/article/view/7841/9487 |
dc.rights.uri.none.fl_str_mv |
https://creativecommons.org/licenses/by-nc/4.0 |
dc.rights.accessrights.none.fl_str_mv |
info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 |
dc.rights.creativecommons.none.fl_str_mv |
Attribution-NonCommercial 4.0 International |
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https://creativecommons.org/licenses/by-nc/4.0 http://purl.org/coar/access_right/c_abf2 Attribution-NonCommercial 4.0 International |
eu_rights_str_mv |
openAccess |
dc.format.mimetype.spa.fl_str_mv |
application/pdf text/xml |
dc.publisher.spa.fl_str_mv |
Editorial Universidad Pedagógica Nacional |
dc.source.spa.fl_str_mv |
Tecné, Episteme y Didaxis: TED; Núm. 47 (2020): ene-jun Tecné, Episteme y Didaxis: TED; No. 47 (2020): ene-jun Tecné, Episteme y Didaxis: TED; n. 47 (2020): ene-jun |
institution |
Universidad Pedagógica Nacional |
repository.name.fl_str_mv |
Repositorio Institucional Universidad Pedagógica Nacional |
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repositorio@pedagogica.edu.co |
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1808399936808550400 |
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Fonseca Hincapié, Yenny LucilaCastiblanco Abril, Olga Lucía2021-08-02T16:53:45Z2021-08-02T16:53:45Z2020-02-20https://revistas.pedagogica.edu.co/index.php/TED/article/view/784110.17227/ted.num47-78412323-01262665-3184http://hdl.handle.net/20.500.12209/15780Based 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.Desde la perspectiva dimensional de la didáctica de la física, que contempla el dominio del profesor en lo disciplinar, lo sociocultural y lo interaccional en la clase, definimos como problema de estudio al desarrollo de habilidades de pensamiento crítico y reflexivo por medio de la clase de física. Esta fue una investigación-acción con estudiantes de grado once y su docente, en un colegio público de Bogotá. Para ello, se diseñó una estrategia metodológica de enseñanza del sonido en fases, con el objetivo de estimular cinco habilidades para el pensamiento crítico: análisis, interpretación, inferencia, evaluación y autorregulación. Se desarrollaron tres ciclos de análisis orientando a los estudiantes en niveles de participación, desarrollo de lenguaje, formulación de argumentos, y autorreconocimiento de procesos de aprendizaje. Abordamos conceptos referentes a cualidades del sonido desde el análisis de los efectos de la música y la clasificación de instrumentos, hasta conceptualizar características de las ondas sonoras. Encontramos que es posible desarrollar el pensamiento crítico reflexivo en el aprendizaje de conceptos como tono, timbre e intensidad del sonido, ya que tienen mucho que ver con las experiencias de vida de los estudiantes. Observamos, también, que tanto los estudiantes como la docente, mejoraron su disposición para el debate, la expresión de diversidad de ideas y la argumentación, con el fin de consolidar sus explicaciones y afinar sus organizaciones conceptuales. Hubo reformulaciones sobre sus imaginarios acerca del significado de enseñar y aprender física, más allá de la transmisión de contenidos.Partindo da perspectiva dimensional da didática da física, que exige o domínio do professor no disciplinar, sociocultural e interacional na sala de aula, definimos como problema de estudo o desenvolvimento de habilidades de pensamento crítico e reflexivo através do ensino de física. Esta foi uma pesquisa ação com estudantes de ensino meio em Bogotá. Para isso, planejamos uma estratégia metodológica de ensino do som em fases, objetivando estimular cinco habilidades de pensamento crítico: análise, interpretação, inferência, avaliação e auto regulação. Desenvolvemos três ciclos de análise, orientando aos alunos em níveis de participação, acréscimo de sua linguagem, formulação de argumentos e auto reconhecimento de processos de aprendizagem. Em termos da física, abordamos conceitos relacionados a qualidades do som, partindo da análise dos efeitos da música e a classificação de instrumentos, até chegar na conceptualização das características das ondas sonoras. Encontramos que é possível desenvolver o pensamento crítico e reflexivo na aprendizagem de conceitos como tom, timbre e intensidade do som, porque tem muito a ver com as experiências de vida dos estudantes. Observamos também, que tanto os alunos quanto a professora, melhoraram sua disposição para o debate, a expressão de diversidade de ideias e a argumentação, a fim de consolidar suas explicações e aprimorar suas organizações conceituais. Houve reformulações sobre seus imaginários do que significa ensinar e aprender física para além da transmissão de conteúdos.Made available in DSpace on 2021-08-02T16:53:45Z (GMT). No. of bitstreams: 0Item created via OAI harvest from source: https://revistas.pedagogica.edu.co/index.php/TED/oai on 2021-08-02T16:53:45Z (GMT). Item's OAI Record identifier: oai:pedagogica.edu.co-REVISTAS-UPN-CO:article/7841application/pdftext/xmlspaEditorial Universidad Pedagógica Nacionalhttps://revistas.pedagogica.edu.co/index.php/TED/article/view/7841/8090https://revistas.pedagogica.edu.co/index.php/TED/article/view/7841/9487https://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial 4.0 InternationalTecné, Episteme y Didaxis: TED; Núm. 47 (2020): ene-junTecné, Episteme y Didaxis: TED; No. 47 (2020): ene-junTecné, Episteme y Didaxis: TED; n. 47 (2020): ene-junDidáctica de la físicaTeoría de la educaciónEnseñanza del sonidoDesarrollo del pensamiento crítico y reflexivo a partir de la enseñanza del sonidoArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a8520.500.12209/15780oai:repository.pedagogica.edu.co:20.500.12209/157802024-01-19 12:58:19.191Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.co |