Desarrollo del pensamiento aleatorio dentro del marco de la evaluación auténtica
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Alzate Cardona, Paula Andrea
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2018
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El presente trabajo tiene como objetivo desarrollar una propuesta didáctica desde el componente de evaluación auténtica para el fortalecimiento del pensamiento aleatorio y sistema de datos a partir del conocimiento del entorno físico y situaciones reales, en estudiantes del grado quinto de la Institución Educativa Fe y Alegría Nueva Generación, ubicada en el municipio de Bello, Antioquia. Es necesario que se enseñe y desarrolle el pensamiento estadístico desde la básica primaria como parte de la cultura, de los conocimientos necesarios para desenvolverse en la sociedad, para la toma de decisiones cotidianas y como parte de la formación y desarrollo del pensamiento lógico y abstracto. Para ello se investiga desde el paradigma crítico social. Durante el proceso se realizaron diferentes actividades para un diagnóstico integral que permitieron detectar fortalezas y dificultades de los estudiantes con respecto a este pensamiento. Este diagnóstico sirvió además para identificar gustos, motivaciones e intereses del grupo. El proceso y el análisis de las datos del diagnóstico proporcionaron los elementos necesarios para el diseño y aplicación de la propuesta, la cual se apoyó en la propuesta de evaluación auténtica para iluminar la elaboración de guías de aprendizaje transversales con sus respectivas rúbricas evaluativas que posibilitan mejorar habilidades como la comprensión lectora, la observación, la experimentación, la recolección de datos, la investigación y la autorreflexión en pro de propiciar ambientes favorables para el desarrollo del pensamiento estadístico. luego de realizada la intervención, se pudo valorar que los estudiantes mostraron gusto por las actividades realizadas, su nivel de concentración y de trabajo en clase cambió positivamente, fueron honestos al momento de autoevaluarse reconociendo sus propias dificultades, la reflexión realizada en cada una de las guías posee elementos que aportan a sus proyectos de vida y a partir de la confrontación realizada entre la prueba inicial y la prueba final, se detecta que los desempeños con respecto al pensamiento aleatorio mejoraron satisfactoriamente, incluso en los conceptos que no se le hizo mucha profundización. El reto central es continuar con la aplicación de prácticas de evaluación auténtica
Abstract: The following paper has as objective to develop a didactic proposal from the authentic assessment component to strengtness of random thinking and data system from knowledge of physical environment and real situations on Institution Educational Nueva Generación fifth grade students, located in Bello municipality, Antioquia. It is necessary to be taught and develoved the statistics thinking from primary school as a part of culture, from needed knowledge to get along into society in order to takind daily resolutions and, as a training and develop of logical and abstracta thinking. For making this, it is research from socio-critical thinking. During performance, it was made different activities in order to integral diagnose which allow detect strength and difficulties from students according to this thinking. This diagnose give the needed elements for designing and application of the proposal, which was supported in authentic assessment to highlight making learning study guides transverse to their respective assessment rubric that allow abilities improvement as learning comprehension, observation, experimentation, collecting data, researching and self-thinking tending to promote favorable environment to develop stadistic thinking. After the intervention made, it could be valve that students show pleasure for making activities on their own level of concentration and class work which change positively, they were honest when they self-evalute recognizing their own difficulties, the reflection made in each guide has elements that provide elements in their life proyects from the confrontation made between initial test and final test it was detected performances according to random thinking improved satisfactorily, even the concepts which were not developed deeply. The main challeng is following into the application of authentic assessment practices.
Abstract: The following paper has as objective to develop a didactic proposal from the authentic assessment component to strengtness of random thinking and data system from knowledge of physical environment and real situations on Institution Educational Nueva Generación fifth grade students, located in Bello municipality, Antioquia. It is necessary to be taught and develoved the statistics thinking from primary school as a part of culture, from needed knowledge to get along into society in order to takind daily resolutions and, as a training and develop of logical and abstracta thinking. For making this, it is research from socio-critical thinking. During performance, it was made different activities in order to integral diagnose which allow detect strength and difficulties from students according to this thinking. This diagnose give the needed elements for designing and application of the proposal, which was supported in authentic assessment to highlight making learning study guides transverse to their respective assessment rubric that allow abilities improvement as learning comprehension, observation, experimentation, collecting data, researching and self-thinking tending to promote favorable environment to develop stadistic thinking. After the intervention made, it could be valve that students show pleasure for making activities on their own level of concentration and class work which change positively, they were honest when they self-evalute recognizing their own difficulties, the reflection made in each guide has elements that provide elements in their life proyects from the confrontation made between initial test and final test it was detected performances according to random thinking improved satisfactorily, even the concepts which were not developed deeply. The main challeng is following into the application of authentic assessment practices.