Enseñanza de la discontinuidad de la materia a través de la estrategia de aprendizaje basado en problemas

This project was supported by different educational investigations that show that teaching the phenomenon of the discontinuity of matter is quite a challenge, due to the level of abstraction of this content and the little effectiveness that the transmissionist teaching orientation has achieved. This...

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Autores:: Restrepo Millán, Luis Eduardo

Tipo de recurso:: Informe

Fecha de publicación:: 2020

Institución:: Universidad Nacional de Colombia

Repositorio:: Universidad Nacional de Colombia

Idioma:: spa

Description
Summary:	This project was supported by different educational investigations that show that teaching the phenomenon of the discontinuity of matter is quite a challenge, due to the level of abstraction of this content and the little effectiveness that the transmissionist teaching orientation has achieved. This conjuncture makes it essential to search for new educational proposals that allow improving the teaching of this topic. Therefore, a proposal based on Problem-Based Learning (PBL) is presented, the selection of which was based on the findings of many educational investigations, which conclude that the context is decisive in the teaching-learning process, since addressing situations of real life facilitates the construction of knowledge, according to the assumptions of the theory of situated cognition. Thus, the results of the implementation of a problem-based teaching proposal are shown, the general goal was to improve their understanding of the phenomenon of discontinuity of matter in students in grade 7 of an educational institution in Valle del Cauca. For this reason, three specific goals were proposed for: to design design a contextualized written test, to construct a sequence of activities that represented the discontinuity of the matter using problem-based situations, and to document the actions and reasoning of the teacher and students during the educational intervention. Consequently, due to the nature of the research, it was decided to use a mixed methodology with case studies, which allowed greater data collection and the possibility of better interpretation rather than using a single type of methodological orientation. Thus, the methodological design was carried out in three phases: the first, aimed at the design and application of an evaluative instrument that served as a pretest and posttest, the second, in order to design and implement a sequence of activities that represented the phenomenon of the discontinuity of the matter and the third that the analysis of the data obtained during the development of the investigation tried to document and analyze the actions and reasoning of the subjects immersed in the case studied. This information was analyzed using the learning gain model and the grounded theory helping to cement the foundations of three naturalistic generalizations that allowed a possible solution to the set out problem. This theories are based in the strategy of the PBL enriched the pedagogical work of the teacher regarding the teaching of the phenomenon of the discontinuity of the matter, facilitating the reflexive use of different teaching strategies, encouraged a more autonomous learning in the students, favoring the acquisition of more complex representative models thus helping to continuously monitor the learning process, allowing the teacher to identify how students ideas and alternative models were modified regarding the discontinuous nature of the matter.

Enseñanza de la discontinuidad de la materia a través de la estrategia de aprendizaje basado en problemas

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