El currículo de ciencias: un instrumento educativo de carácter político.
En este artículo de reflexión se tuvo en cuenta que las teorías críticas han hecho necesario transformar el currículo convencional de las ciencias a uno de carácter crítico. Esto ayuda a los estudiantes a alcanzar una alfabetización científica crítica para la acción social y política, que les permit...
- Autores:
-
Candela Rodríguez, Boris Fernando
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2024
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- spa
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/20266
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/20266
- Palabra clave:
- Alfabetización científica
Acción social
Acción política
Currículo crítico
Enseñanza-aprendizaje
Scientific literacy
Social action
Political action
Critical curriculum
Teaching-learning
- Rights
- License
- http://creativecommons.org/licenses/by-nc/4.0
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El currículo de ciencias: un instrumento educativo de carácter político. |
| title |
El currículo de ciencias: un instrumento educativo de carácter político. |
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El currículo de ciencias: un instrumento educativo de carácter político. Alfabetización científica Acción social Acción política Currículo crítico Enseñanza-aprendizaje Scientific literacy Social action Political action Critical curriculum Teaching-learning |
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El currículo de ciencias: un instrumento educativo de carácter político. |
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El currículo de ciencias: un instrumento educativo de carácter político. |
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El currículo de ciencias: un instrumento educativo de carácter político. |
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El currículo de ciencias: un instrumento educativo de carácter político. |
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El currículo de ciencias: un instrumento educativo de carácter político. |
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Candela Rodríguez, Boris Fernando |
| dc.contributor.author.none.fl_str_mv |
Candela Rodríguez, Boris Fernando |
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Alfabetización científica Acción social Acción política Currículo crítico Enseñanza-aprendizaje |
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Alfabetización científica Acción social Acción política Currículo crítico Enseñanza-aprendizaje Scientific literacy Social action Political action Critical curriculum Teaching-learning |
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Scientific literacy Social action Political action Critical curriculum Teaching-learning |
| description |
En este artículo de reflexión se tuvo en cuenta que las teorías críticas han hecho necesario transformar el currículo convencional de las ciencias a uno de carácter crítico. Esto ayuda a los estudiantes a alcanzar una alfabetización científica crítica para la acción social y política, que les permite no solo tomar conciencia de las problemáticas científicas y ambientales, sino también diseñar e implementar planes de acción tendientes a construir la solución más apropiada. En esta perspectiva curricular, los aprendices se consideran jóvenes ciudadanos que luchan por lo justo, lo bueno y lo correcto, así como por un desarrollo ambientalmente sostenible. La educación en ciencias desde este marco teórico crítico se asume como un escenario pedagógico democratizador y catalizador del desarrollo individual y la transformación social. Para materializar este currículo emancipador, se debe diseñar e implementar una propuesta de enseñanza que brinde a los infantes y jóvenes ciudadanos la oportunidad de comenzar a construir no solo una cultura científica, sino también una cultura de la acción sociopolítica. En este sentido, las actividades de aprendizaje que representan los contenidos de las ciencias naturales y sociales-humanas se secuencian a través de un modelo configurado por las fases de modelado, guía práctica y aplicación. Este modelo les permite a los estudiantes moverse desde una educación focalizada en la toma de conciencia de los problemas sociocientíficos y ambientales, a la planeación, la ejecución y la evaluación de las acciones sociopolíticas necesarias para solucionar dichas problemáticas. |
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2024 |
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2024-01-01 |
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Alsop, S. y Bencze, L. (2012). In search of activist pedagogies in smte. Canadian Journal of Science, Mathematics and Technology Education, 12(4), 394-408. Bazzul, J., Bencze, J. L. y Alsop, S. J. (2019). Long live activism and science education! Journal for Activist Science and Technology Education, 10(1). Bencze, J. L. (2008). Private profit, science and science education: Critical problems and possibilities for action. Canadian Journal of Science, Mathematics and Techno-logy Education, 8(4), 297-312. Bencze, J. L. (Ed.). (2017). Science and technol-ogy education promoting wellbeing for indi-viduals, societies and environments. Springer. https://doi.org/10.1007/978-3-319-55505-8 Bencze, L., Pouliot, C., Pedretti, E., Simonneaux, L., Simon-neaux, J. y Zeidler, D. (2020). saq, ssi and stse educa-tion: Defending and extending “science-in-context”. Cultural Studies of Science Education, 15, 825-851. Bencze, L., Sperling, E. y Carter, L. (2012). Students’ research-informed socio-scientific activism: Re/visions for a sustainable future. Research in Science Education, 42, 129-148. Brusic, S. A. (1992). Achieving sts goals through experiential learning. Theory into Practice, 31(1), 44-51. Candela Rodríguez, B. F. y Viafara Ortiz, R. (2014). Articu-lando la CoRe y los PaP-eR al programa educativo por orientación reflexiva: una propuesta de formación para los profesores de química. Tecné, Episteme y Didaxis: ted, 35, 89-111. Carter, L., Castaño Rodríguez, C. y Jones, M. (2014). Transformative learning in science education: Investigating pedagogy for action. In Activist science and technology education (pp. 531-545). Springer. Chignola, S. (2018). Foucault más allá de Foucault: Una política de la filosofía. Cactus Cohen, S. (2001). States of denial: Knowing about atrocities and suffering. Polity Press. Coll, C. (1994). Psicología y currículum. Paidós. Collins, H. y Evans, R. (2017). Why democracies need science. Wiley. Collins, H., Evans, R. y Weinel, M. (2017). sts as science or politics? Social Studies of Science, 47(4), 580-586. Colucci-Gray, L. y Camino, E. (2014). From knowledge to action?: Re-embedding science learning within the planet’s web. En J. Bencze y S. Alsop (eds.), Activist science and technology education. Vol 9. Cultural Stu-dies of Science Education Series. Springer. Dordrecht. https://doi.org/10.1007/978-94-007-4360-1_9 Cornali, F. (2017). Talking with the scientists: Promoting scientific citizenship at school through participatory and deli-berative approach. Studies in Media and Communication, 5, 132-144. https://doi.org/10.11114/smc.v5i2.2804 Elam, M. y Bertillson, M. (2003) Consuming, engaging and confronting science: The emerging dimensions of scientific citizenship. European Journal of Social Theory, 6(2), 233-251. Elliot, J. (2010). La investigación-acción en educación.Ediciones Morata. Freire, P. (1986). Pedagogy of the oppressed. Continuum. Giroux, H. (1988). Teachers as intellectuals. Bergin & Garvey. Giroux, H. (1999). Teoría y resistencia en educación: Una pedagogía para la oposición. Siglo xxi. Giroux, H. (2003). The abandoned generation: Democracy beyond the culture of fear. Palgrave Macmillan Giroux, H. (2004). Cultural studies, public pedagogy, and the responsibility of intellectuals. Communication and Critical/Cultural Studies, 1(1), 59-79 Habermas, J. (1973). Knowledge and human interests. Heinemann. Hodson, D. (2003). Time for action: Science education for an alternative future. International Journal of Science Education, 25(6), 645-670. Hodson, D. (2009). Putting your money where your mouth is: Towards an action-oriented science curriculum. Journal of Activist Science & Technology Education, 1(1), 1-15. Hodson, D. (2011). Looking to the future. Springer Science & Business Media. Hodson, D. (2014). Becoming part of the solution: Learning about activism, learning through activism, learning from activism. En J. Bencze y S. Alsop (eds.), Activist science and technology education (pp. 67-98). Vol 9. Cultural Studies of Science Education Series. Springer. Dordrecht. Springer. Jasanoff, S. (2017). Science and democracy. En U. Felt, R. Fouché y L. Smith-Doerr (eds.), The handbook of science and technology studies, 4.a ed. (pp. 259-287). mit press. Jensen, B. B. (2004). Environmental and health education viewed from an action-oriented perspective: A case from Denmark. Journal of Curriculum Studies, 36(4), 405-425. Jensen, B. B. y Schnack, K. (1997). The action competence approach in environmental education. Environmental Education Research, 3(2), 163-178. Ke, L., Sadler, T. D., Zangori, L. y Friedrichsen, P. J. (2020). Students’ perceptions of socio-scientific issue-based learning and their appropriation of epistemic tools for systems thinking. International Journal of Science Education, 42(8), 1339-1361. Kyle, W. C. (1996). Editorial: The importance of investing in human resources. Journal of Research in Science Teaching, 33, 1-4 Larrivee, B. (2008). Development of a tool to assess teachers’ level of reflective practice. Reflective Practice, 9(3), 341-360. Levinson, R. (2010). Science education and democratic participation: An uneasy congruence? Studies in Science Education, 46(1), 69-119. Levinson, R. (2018). Realizing the school science curri-culum. The Curriculum Journal, 29(4), 522-537.https://doi.org/10.1080/09585176.2018.1504314 Lloyd, D. y Wallace, J. (2004). Imaging the future of science education: The case for making futures studies explicit in student learning. Studies in Science Education, 39, 139-177. McClaren, M. y Hammond, B. (2005). Integrating education and action in environmental education. En E. A. Johnson y M. J. Mappin (eds.), Environmental education and advocacy: Changing perspectives of ecology and education (pp. 267-291). Cambridge University Press. Morin, O., Simonneaux, L. y Tytler, R. (2017). Engaging with socially acute questions: Development and validation of an interactional reasoning framework. Journal of Research in Science Teaching, 54(7), 825-851. Murphy, M. y Fleming, T. (Eds.). (2010). Habermas, critical theory and education. Routledge. Nouri, A. y Sajjadi, S. M. (2014). Emancipatory pedagogy in practice: Aims, principles and curriculum orientation. The International Journal of Critical Pedagogy, 5(2). Osborne, K. (1991). Teaching for democratic citizenship. Our Schools/Our Selves Pedretti, E. (2014). Environmental education and science education: Ideology, hegemony, traditional knowledge and alignment. Brazilian Journal of Research in Science Teaching, 14, 305-314. Perkins, D. (2014). Future wise: Educating our children for a changing world. John Wiley & Sons. Rodriguez, A. J., Mark, S. y Nazar, C. R. (2022). Gazing inward in support of critical scientific literacy. Journal of Science Teacher Education, 33(2), 125-130. Rodríguez, B. F. C. (2023). Elementos de la práctica reflexiva en la formación y desarrollo profesional de los docentes. Tecné, Episteme y Didaxis: ted, 54, 339-354. Sacristán, J. (1995). El currículum: Una reflexión sobre la práctica (Vol. 1).Morata. Sadler, T. D., Foulk, J. A. y Friedrichsen, P. J. (2017). Evolution of a model for socio-scientific issue teaching and learn-ing. International Journal of Education in Mathematics, Science and Technology, 5(2), 75-87. Shaull, R. (1970). Foreword. En P. Freire (Ed.), The pedagogy of the oppressed. Seabury. Simonneaux, L. y Simonneaux, J. (2017). Stepwise as a vehicle for scientific and political educaction? In L. Bencze (Ed.), Sci-ence and technology education promoting wellbeing for indi-viduals, societies and environments (pp. 565-587). Springer. https ://doi.org/10.1007/978-3-319-55505-8_27 Sjöström, J. y Eilks, I. (2018). Reconsidering different visions of scientific literacy and science education based on the concept of Bildung. En Y. J. Dori, Z. R. Mevarech y D. R. Baker (eds.), Cognition, metacognition, and culture in stem education: Learning, teaching and assessment (pp. 65-88). Springer. Tolbert, S. y Bazzul, J. (2017). Toward the sociopolitical in science education. Cultural Studies of Science Education, 12, 321-330. Valladares, L. (2021). Scientific literacy and social transformation: Critical perspectives about science partici-pation and emancipation. Science & Education, 30(3), 557-587. Vieira, R. M. y Tenreiro-Vieira, C. (2016). Fostering scientific literacy and critical thinking in elementary science edu-cation. International Journal of science and mathematics education, 14, 659-680. Yacoubian, H. A. (2018). Scientific literacy for democratic decision-making. International Journal of Science Edu-cation, 40(3), 308-327. Zeidler D. L., Herman, B. C., Clough, M. P., Olson, J. K., Kahn, S. y Newton, M. (2016). Humanitas Emptor: Reconside-ring recent trends and policy in science teacher educa-tion. Journal of Science Teacher Education, 25, 465-476. https://doi.org/10.1007/s10972-016-9481-4 |
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Candela Rodríguez, Boris Fernando2024-10-22T20:06:36Z2024-10-22T20:06:36Z2024-01-010121-24942500-6436http://hdl.handle.net/20.500.12209/20266En este artículo de reflexión se tuvo en cuenta que las teorías críticas han hecho necesario transformar el currículo convencional de las ciencias a uno de carácter crítico. Esto ayuda a los estudiantes a alcanzar una alfabetización científica crítica para la acción social y política, que les permite no solo tomar conciencia de las problemáticas científicas y ambientales, sino también diseñar e implementar planes de acción tendientes a construir la solución más apropiada. En esta perspectiva curricular, los aprendices se consideran jóvenes ciudadanos que luchan por lo justo, lo bueno y lo correcto, así como por un desarrollo ambientalmente sostenible. La educación en ciencias desde este marco teórico crítico se asume como un escenario pedagógico democratizador y catalizador del desarrollo individual y la transformación social. Para materializar este currículo emancipador, se debe diseñar e implementar una propuesta de enseñanza que brinde a los infantes y jóvenes ciudadanos la oportunidad de comenzar a construir no solo una cultura científica, sino también una cultura de la acción sociopolítica. En este sentido, las actividades de aprendizaje que representan los contenidos de las ciencias naturales y sociales-humanas se secuencian a través de un modelo configurado por las fases de modelado, guía práctica y aplicación. Este modelo les permite a los estudiantes moverse desde una educación focalizada en la toma de conciencia de los problemas sociocientíficos y ambientales, a la planeación, la ejecución y la evaluación de las acciones sociopolíticas necesarias para solucionar dichas problemáticas.In this reflection article, we considered that critical theories have given rise to the need to transform the conventional science curriculum into a critical one. This helps students to achieve critical scientific literacy for social and political action, which allows them not only to become aware of scientific and environmental problems, but also to design and implement action plans to build the most appropriate solution. In this curricular perspective, learners are considered young citizens who fight for what is just, good, and correct, as well as for environmentally sustainable development. Science education, from this critical theoretical framework, is assumed as a democratizing pedagogical scenario and a catalyst for individual development and social transfor-mation. To materialize this emancipatory curriculum, a teaching proposal must be designed and implemented that provides infants and young citizens with the opportunity to begin to build not only a scientific culture, but also a culture of sociopolitical action. In this sense, the learning activities that represent the contents of the natural and social-human sciences are sequenced through a model configured by the phases of modeling, practical guidance and application. This model allows students to move from an education focused on raising awareness of socio-scientific and environmental problems, to the planning, execution and evaluation of the socio-political actions necessary to solve these problems.Submitted by María Paula Cruz Ramírez (mpcruzr@upn.edu.co) on 2024-10-22T20:06:36Z No. of bitstreams: 1 P&S+60+Art18865.pdf: 1028107 bytes, checksum: 055ff70547c381481f3e9a22ebcc7e1e (MD5)Made available in DSpace on 2024-10-22T20:06:36Z (GMT). No. of bitstreams: 1 P&S+60+Art18865.pdf: 1028107 bytes, checksum: 055ff70547c381481f3e9a22ebcc7e1e (MD5) Previous issue date: 2024-01-01application/pdfapplication/pdfspaEditorial Universidad Pedagógica Nacionalhttp://creativecommons.org/licenses/by-nc/4.0Atribución-NoComercial-SinDerivadas 4.0 Internacionalhttp://purl.org/coar/access_right/c_abf2Pedagogía y Saberes ; Núm. 60 (2024); 160-174Alfabetización científicaAcción socialAcción políticaCurrículo críticoEnseñanza-aprendizajeScientific literacySocial actionPolitical actionCritical curriculumTeaching-learningEl currículo de ciencias: un instrumento educativo de carácter político.info:eu-repo/semantics/articleinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Alsop, S. y Bencze, L. (2012). In search of activist pedagogies in smte. Canadian Journal of Science, Mathematics and Technology Education, 12(4), 394-408.Bazzul, J., Bencze, J. L. y Alsop, S. J. (2019). Long live activism and science education! Journal for Activist Science and Technology Education, 10(1).Bencze, J. L. (2008). Private profit, science and science education: Critical problems and possibilities for action. Canadian Journal of Science, Mathematics and Techno-logy Education, 8(4), 297-312.Bencze, J. L. (Ed.). (2017). Science and technol-ogy education promoting wellbeing for indi-viduals, societies and environments. Springer. https://doi.org/10.1007/978-3-319-55505-8Bencze, L., Pouliot, C., Pedretti, E., Simonneaux, L., Simon-neaux, J. y Zeidler, D. (2020). saq, ssi and stse educa-tion: Defending and extending “science-in-context”. Cultural Studies of Science Education, 15, 825-851.Bencze, L., Sperling, E. y Carter, L. (2012). Students’ research-informed socio-scientific activism: Re/visions for a sustainable future. Research in Science Education, 42, 129-148.Brusic, S. A. (1992). Achieving sts goals through experiential learning. Theory into Practice, 31(1), 44-51.Candela Rodríguez, B. F. y Viafara Ortiz, R. (2014). Articu-lando la CoRe y los PaP-eR al programa educativo por orientación reflexiva: una propuesta de formación para los profesores de química. Tecné, Episteme y Didaxis: ted, 35, 89-111.Carter, L., Castaño Rodríguez, C. y Jones, M. (2014). Transformative learning in science education: Investigating pedagogy for action. In Activist science and technology education (pp. 531-545). Springer.Chignola, S. (2018). Foucault más allá de Foucault: Una política de la filosofía. CactusCohen, S. (2001). States of denial: Knowing about atrocities and suffering. Polity Press.Coll, C. (1994). Psicología y currículum. Paidós.Collins, H. y Evans, R. (2017). Why democracies need science. Wiley.Collins, H., Evans, R. y Weinel, M. (2017). sts as science or politics? Social Studies of Science, 47(4), 580-586.Colucci-Gray, L. y Camino, E. (2014). From knowledge to action?: Re-embedding science learning within the planet’s web. En J. Bencze y S. Alsop (eds.), Activist science and technology education. Vol 9. Cultural Stu-dies of Science Education Series. Springer. Dordrecht. https://doi.org/10.1007/978-94-007-4360-1_9Cornali, F. (2017). Talking with the scientists: Promoting scientific citizenship at school through participatory and deli-berative approach. Studies in Media and Communication, 5, 132-144. https://doi.org/10.11114/smc.v5i2.2804Elam, M. y Bertillson, M. (2003) Consuming, engaging and confronting science: The emerging dimensions of scientific citizenship. European Journal of Social Theory, 6(2), 233-251.Elliot, J. (2010). La investigación-acción en educación.Ediciones Morata.Freire, P. (1986). Pedagogy of the oppressed. Continuum.Giroux, H. (1988). Teachers as intellectuals. Bergin & Garvey.Giroux, H. (1999). Teoría y resistencia en educación: Una pedagogía para la oposición. Siglo xxi.Giroux, H. (2003). The abandoned generation: Democracy beyond the culture of fear. Palgrave MacmillanGiroux, H. (2004). Cultural studies, public pedagogy, and the responsibility of intellectuals. Communication and Critical/Cultural Studies, 1(1), 59-79Habermas, J. (1973). Knowledge and human interests. Heinemann.Hodson, D. (2003). Time for action: Science education for an alternative future. International Journal of Science Education, 25(6), 645-670.Hodson, D. (2009). Putting your money where your mouth is: Towards an action-oriented science curriculum. Journal of Activist Science & Technology Education, 1(1), 1-15.Hodson, D. (2011). Looking to the future. Springer Science & Business Media.Hodson, D. (2014). Becoming part of the solution: Learning about activism, learning through activism, learning from activism. En J. Bencze y S. Alsop (eds.), Activist science and technology education (pp. 67-98). Vol 9. Cultural Studies of Science Education Series. Springer. Dordrecht. Springer.Jasanoff, S. (2017). Science and democracy. En U. Felt, R. Fouché y L. Smith-Doerr (eds.), The handbook of science and technology studies, 4.a ed. (pp. 259-287). mit press.Jensen, B. B. (2004). Environmental and health education viewed from an action-oriented perspective: A case from Denmark. Journal of Curriculum Studies, 36(4), 405-425.Jensen, B. B. y Schnack, K. (1997). The action competence approach in environmental education. Environmental Education Research, 3(2), 163-178.Ke, L., Sadler, T. D., Zangori, L. y Friedrichsen, P. J. (2020). Students’ perceptions of socio-scientific issue-based learning and their appropriation of epistemic tools for systems thinking. International Journal of Science Education, 42(8), 1339-1361.Kyle, W. C. (1996). Editorial: The importance of investing in human resources. Journal of Research in Science Teaching, 33, 1-4Larrivee, B. (2008). Development of a tool to assess teachers’ level of reflective practice. Reflective Practice, 9(3), 341-360.Levinson, R. (2010). Science education and democratic participation: An uneasy congruence? Studies in Science Education, 46(1), 69-119.Levinson, R. (2018). Realizing the school science curri-culum. The Curriculum Journal, 29(4), 522-537.https://doi.org/10.1080/09585176.2018.1504314Lloyd, D. y Wallace, J. (2004). Imaging the future of science education: The case for making futures studies explicit in student learning. Studies in Science Education, 39, 139-177.McClaren, M. y Hammond, B. (2005). Integrating education and action in environmental education. En E. A. Johnson y M. J. Mappin (eds.), Environmental education and advocacy: Changing perspectives of ecology and education (pp. 267-291). Cambridge University Press.Morin, O., Simonneaux, L. y Tytler, R. (2017). 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