Diseño de un proyecto de aula para el aprendizaje significativo crítico de los principios básicos de la genética, dirigido a estudiantes de grado noveno de la Institución Educativa Yermo y Parres, Medellín
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Soto García, Yheny Cristina
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EspañolFecha de publicación
2016-06-15
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Este trabajo final se planteó con el objetivo de diseñar un proyecto de aula que promoviera el aprendizaje significativo crítico de los principios básicos de la genética. El grupo participante estuvo conformado por 14 estudiantes de grado noveno de la Institución Educativa Yermo y Parres de la ciudad de Medellín. Los soportes fundamentales para su desarrollo fueron los resultados arrojados por dos pruebas diagnósticas de preconceptos: un cuestionario cerrado y una entrevista, así como el registro de un diario de campo en el que se describieron los eventos más relevantes de cada encuentro. Dichas estrategias develaron dificultades en los estudiantes para caracterizar correctamente a los seres vivos y para asociarlos con la presencia de células, cromosomas y genes. También mostraron inconsistencias para diferenciar la mitosis y la meiosis y para comprender la herencia de caracteres. La intervención en el aula (enseñanza), mediante el Proyecto de Aula, conllevó a avances satisfactorios en cuanto al tratamiento conceptual de estos temas, impactando de forma positiva sobre el nivel de motivación de los estudiantes. El tercer componente de dicho proyecto estuvo conformado por actividades sugeridas sobre la herencia de caracteres. Es recomendable darle continuidad al proyecto de aula, asociándolo con temas como evolución y taxonomía.
Abstract: This final project came about for the purpose of designing an in-class project that would promote significant critical learning of the basic principles of genetics. The group of participants was comprised of 14 ninth-grade students at the Institución Educativa Yermo y Parres in the city of Medellín. The foundational basis for the development of the project was derived from the results of two pre-experimental diagnostic tests: a closed-ended questionnaire and interview, as well as the utilization of a field journal in which the most relevant events of each encounter were described. The aforementioned strategies revealed students’ difficulties with correctly categorizing living beings and connecting them with the presence of cells, chromosomes, and genes. They also demonstrated inconsistencies in distinguishing mitosis and meiosis and in understanding hereditary characteristics. Classroom intervention (instruction) via the in-class project led to satisfactory advances in relation to the conceptual presentation of these topics, positively impacting the students’ degree of motivation. The third aspect of the project included suggested activities regarding hereditary characteristics. It is recommended that the in-class project be continued and expanded to include topics such as evolution and taxonomy.
Abstract: This final project came about for the purpose of designing an in-class project that would promote significant critical learning of the basic principles of genetics. The group of participants was comprised of 14 ninth-grade students at the Institución Educativa Yermo y Parres in the city of Medellín. The foundational basis for the development of the project was derived from the results of two pre-experimental diagnostic tests: a closed-ended questionnaire and interview, as well as the utilization of a field journal in which the most relevant events of each encounter were described. The aforementioned strategies revealed students’ difficulties with correctly categorizing living beings and connecting them with the presence of cells, chromosomes, and genes. They also demonstrated inconsistencies in distinguishing mitosis and meiosis and in understanding hereditary characteristics. Classroom intervention (instruction) via the in-class project led to satisfactory advances in relation to the conceptual presentation of these topics, positively impacting the students’ degree of motivation. The third aspect of the project included suggested activities regarding hereditary characteristics. It is recommended that the in-class project be continued and expanded to include topics such as evolution and taxonomy.