El humedal: un elemento del paisaje natural, como estrategia didáctica para la enseñanza de las ciencias naturales en estudiantes de ciclo II
Cargando...
Archivos
Autores
Castellanos Muñoz, Adriana María
Director
Tipo de contenido
Document language:
Español
Fecha
Título de la revista
ISSN de la revista
Título del volumen
Documentos PDF
Resumen
El presente trabajo plantea el diseño de una estrategia de aula para estudiantes de Ciclo II, que utiliza como contexto el humedal, desarrollando alrededor de él los conceptos de materia, energía, interacciones, ciclos biogeoquímicos, funciones, bienes y servicios, para lograr un aprendizaje significativo que permita a los estudiantes establecer relaciones entre lo aprendido en la escuela con su entorno, facilitando la interiorización de saberes y la construcción de un conocimiento coherente con los procesos de enseñanza-aprendizaje de las Ciencias Naturales. Para el desarrollo de la propuesta se tuvo en cuenta los resultados obtenidos de una prueba diagnóstica aplicada a estudiantes de grados tercero y cuarto del Colegio Distrital Manuel Cepeda Vargas Sede “E” Jornada Tarde y la revisión de un marco referencial que incluyo los conceptos disciplinares, didácticos y estándares curriculares.
Abstract. This work presents the design of a strategy of classroom for students in cycle II, which the wetland is used as context, developed around the concepts of matter, energy, interactions, cycles biogeochemical, functions, goods and services, to achieve meaningful learning that allows students to establish relationships between what they learned in school with your environment, facilitating the internalization of knowledge and a knowledge construction consistent with the processes of teaching and learning of science. For the development of the proposal took into account the results of a diagnostic test applied to third and fourth grade students of school district Manuel Cepeda Vargas Headquarters "E” and the revision of a frame of reference which included disciplinary concepts, didactic and curriculum standards.
Abstract. This work presents the design of a strategy of classroom for students in cycle II, which the wetland is used as context, developed around the concepts of matter, energy, interactions, cycles biogeochemical, functions, goods and services, to achieve meaningful learning that allows students to establish relationships between what they learned in school with your environment, facilitating the internalization of knowledge and a knowledge construction consistent with the processes of teaching and learning of science. For the development of the proposal took into account the results of a diagnostic test applied to third and fourth grade students of school district Manuel Cepeda Vargas Headquarters "E” and the revision of a frame of reference which included disciplinary concepts, didactic and curriculum standards.