Estrategia metodológica para la enseñanza del concepto de probabilidad condicional a través de situaciones problema
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García Roldán, Diana Vileidy
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El proyecto propone una estrategia metodológica que contribuya a transformación y mejoramiento de la enseñanza de la probabilidad condicional, partiendo de situaciones problema propias del contexto de las estudiantes del grado 11 del Colegio Jesús María Medellín. Para el diseño, aplicación y evaluación de dicha estrategia se toma como fundamento la teoría psicogenética de Jean Piaget y la teoría del aprendizaje por descubrimiento de Jerome Bruner y en coherencia con este último el aprendizaje basado en problemas, que para este proyecto es el referente metodológico y uno de los pilares del modelo pedagógico del colegio. También se tienen en cuenta las orientaciones del Ministerio de Educación Nacional de Colombia. Estas teorías se encuentran en un componente muy importante en la enseñanza de un concepto: la contextualización. En esta propuesta se consideran los intereses e inquietudes de las estudiantes, que han servido como punto de partida para la elaboración de un proyecto de aula en el cual ellas son las ponentes y las gestoras. El trabajo colaborativo y el diseño de esquemas adquieren un papel protagónico como herramientas de aprendizaje que aplicadas a este trabajo, tienen un impacto significativo. La elección de problemáticas que sean de interés para las estudiantes como objeto de estudio, facilitó la comprensión del concepto, puesto que no sólo solucionaban problemas relacionados con probabilidad condicional, también los planteaban
Abstract: The project proposes a methodological strategy that contributes to the transformation and improvement of the teaching of conditional probability, starting from problem situations typical of the context of the students of the 11th grade of Jesús María Medel lín School. For the design, the application and the evaluation, the strategy is based on the psychogenetic theory of Jean Piaget and on the theory of learning by discovery of Jerome Bruner and, in coherence with the latter, the problema - based learning is the methodological referent, which in the same way is one of the pedagogical pillars of the school's pedagogical model. The guidelines of the Ministry of National Education of Colombia are also taken into account. These theories consider that a very important component in the teaching of concepts is contextualization. In this project the interests and concerns of the students are considered, which have served as a starting point for the elaboration of a classroom project in which they are the speakers and the managers. Collaborative work and the design of schemes acquire a leading role as learning tools that, applied to this work, have a significant impact. The choice of problems that are of interest to students as an object of study, facilitated the understanding of the concept, since not only they solved problems related to conditional probability, they also proposed them.
Abstract: The project proposes a methodological strategy that contributes to the transformation and improvement of the teaching of conditional probability, starting from problem situations typical of the context of the students of the 11th grade of Jesús María Medel lín School. For the design, the application and the evaluation, the strategy is based on the psychogenetic theory of Jean Piaget and on the theory of learning by discovery of Jerome Bruner and, in coherence with the latter, the problema - based learning is the methodological referent, which in the same way is one of the pedagogical pillars of the school's pedagogical model. The guidelines of the Ministry of National Education of Colombia are also taken into account. These theories consider that a very important component in the teaching of concepts is contextualization. In this project the interests and concerns of the students are considered, which have served as a starting point for the elaboration of a classroom project in which they are the speakers and the managers. Collaborative work and the design of schemes acquire a leading role as learning tools that, applied to this work, have a significant impact. The choice of problems that are of interest to students as an object of study, facilitated the understanding of the concept, since not only they solved problems related to conditional probability, they also proposed them.