Actividades científicas en el grado transición: cultivando las conversaciones entre los niños a partir de las ciencias naturales
Autores
Huertas Yankén, Diana Esperanza
Director
Tipo de contenido
Trabajo de grado - Maestría
Idioma del documento
EspañolFecha de publicación
2016
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Resumen
La presente investigación tuvo por finalidad observar y determinar las modificaciones en las conversaciones de los niños del grado transición del Colegio Los Pinos IED, en relación con actividades de ciencias naturales como parte de una secuencia didáctica. El enfoque investigativo que guio este estudio es el de Investigación Acción Pedagógica pues se pretendió acercarse a la práctica pedagógica en la escuela desde una mirada reflexiva del propio docente. Se partió del análisis de las conversaciones que efectuaron los niños y niñas ante la observación y descripción de una situación científica; tras esto se implementó una secuencia didáctica que los estudiantes trabajaron en pequeños grupos. Se encontró que después de 16 sesiones alrededor de cuatro temas (sentidos, agua, magnetismo y movimiento) se cualificó la conversación que surgió alrededor de actividades científicas en el aula en términos de las categorías de análisis: manejo de turnos conversacionales, habilidad para mantener el tópico y por último cómo los niños y niñas del grado transición logran aproximarse a la producción de un discurso científico alcanzando a refutar ideas de compañeros con argumentos. Es posible decir que la actividad científica permitió a los niños enriquecer su experiencia y así mismo su lenguaje en las interacciones comunicativas con los compañeros de clase; se demostró que la intervención con actividades de ciencias naturales permitió cualificar las conversaciones de los niños y niñas del grado transición.
Abstract: This research aims to observe and assess progress in the conversations of kinder garden students, all of them students in Colegio Los Pinos IED, a public school in Bogotá. Records are made when infants made natural science activities; then, it took into account the implications of scientific activity in language. The research approach that guides this study is the Pedagogical Research Action, this approach allows teaching practice at school from a thoughtful look of teaching itself. It began with an analysis of the dialogues holding students to a natural phenomenon, after this a teaching sequence in which four topics were implemented: senses, water, magnetism and motion. It becomes to detect how their comments, the dynamics of their interventions and the conversation itself was transformed after the development of activities. The students work in small groups in order to promote conversations. It was found that after 16 sessions around four themes (senses, water, magnetism and motion) the conversation around scientific activities improves in the classroom in terms of: management of conversational turns, ability to maintain topic and finally how children manage the transition degree approach to scientific discourse reaching ideas peers refute arguments. It is possible to say that scientific activity allowed the children to enrich their experience and likewise his language in communicative interactions with classmates; this research demonstrated that intervention with natural science activities qualify talks allowed kinder garden students.
Abstract: This research aims to observe and assess progress in the conversations of kinder garden students, all of them students in Colegio Los Pinos IED, a public school in Bogotá. Records are made when infants made natural science activities; then, it took into account the implications of scientific activity in language. The research approach that guides this study is the Pedagogical Research Action, this approach allows teaching practice at school from a thoughtful look of teaching itself. It began with an analysis of the dialogues holding students to a natural phenomenon, after this a teaching sequence in which four topics were implemented: senses, water, magnetism and motion. It becomes to detect how their comments, the dynamics of their interventions and the conversation itself was transformed after the development of activities. The students work in small groups in order to promote conversations. It was found that after 16 sessions around four themes (senses, water, magnetism and motion) the conversation around scientific activities improves in the classroom in terms of: management of conversational turns, ability to maintain topic and finally how children manage the transition degree approach to scientific discourse reaching ideas peers refute arguments. It is possible to say that scientific activity allowed the children to enrich their experience and likewise his language in communicative interactions with classmates; this research demonstrated that intervention with natural science activities qualify talks allowed kinder garden students.