Experimentos de ciencias naturales para grado sexto a partir de cultivo de café
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El aprendizaje de las ciencias naturales en escuelas rurales ha ido perdiendo relevancia para los estudiantes debido a la implementación de modelos como Escuela Nueva, el cual se basa en una enseñanza multigrado, que limita al docente en cuanto al desarrollo de actividades experimentales que permitan reforzar los conceptos abordados en el plan de estudios.
Por la razón anterior, el principal objetivo de la investigación fue el diseño e implementación de una secuencia experimental para grado sexto fundamentada en el modelo de cognición situada, el programa escuela y café, los proyectos pedagógicos productivos y la cultura caficultora del municipio de Quipile (Cundinamarca).
La metodología utilizada fue Investigación-Acción cuya etapa inicial dio origen a cuatro talleres experimentales: estudio de suelos, germinación de semilla de café, elaboración de filtro de agua y fabricación de productos alimenticios a base de café.
Como resultado de la investigación fue posible encontrar que los estudiantes conocen las etapas del cultivo de café, pero utilizan términos cotidianos transmitidos por sus padres para explicar los diferentes procesos que suceden en él.
Con la aplicación de los diferentes talleres experimentales fue posible que los estudiantes estructuran su lenguaje a uno más científico al explicar características del cultivo, ya que utilizaron conceptos como tejido embrionario, transporte activo y pasivo, mezcla homogénea entre otros. Además fue evidente que al relacionar un fenómeno cultural y económico del contexto con los contenidos de la escuela, se propicia una mayor comprensión de los conceptos científicos y se les atribuye un mayor significado para la realidad del estudiante.
The learning of natural sciences in rural schools has lost relevance for students due to the implementation of models such as “New School”, which is based on multi grade teaching. In this process, teachers are limited in the development of experimental activities that promote the reinforcement of the concepts addressed in the curriculum. For this reason, the main objective of the research was to design and implement an experimental sequence for sixth graders based on the situated learning, the school and coffee program, the productive pedagogical projects and the culture of the municipality of Quipile (Cundinamarca). The methodology used in the project was Action-Research whose initial stage considered four experimental workshops: study of soils, germination of coffee seed, elaboration of water filter and manufacture of coffee-based food products. As a result of the research, it was possible to find that the students know the stages of coffee cultivation, but they use everyday terms transmitted by their parents to explain the different processes that take place in it. With the application of the different experimental workshops, the students structured their language to a more scientific one when explaining characteristics of the crop, since they used concepts such as embryonic tissue, active and passive transport, homogeneous mixture, among others. It was also evident that a greater understanding of the scientific concepts and the meaning attributed to the reality of the student were promoted by relating a cultural and economic phenomenon of the context with the contents of the school.
The learning of natural sciences in rural schools has lost relevance for students due to the implementation of models such as “New School”, which is based on multi grade teaching. In this process, teachers are limited in the development of experimental activities that promote the reinforcement of the concepts addressed in the curriculum. For this reason, the main objective of the research was to design and implement an experimental sequence for sixth graders based on the situated learning, the school and coffee program, the productive pedagogical projects and the culture of the municipality of Quipile (Cundinamarca). The methodology used in the project was Action-Research whose initial stage considered four experimental workshops: study of soils, germination of coffee seed, elaboration of water filter and manufacture of coffee-based food products. As a result of the research, it was possible to find that the students know the stages of coffee cultivation, but they use everyday terms transmitted by their parents to explain the different processes that take place in it. With the application of the different experimental workshops, the students structured their language to a more scientific one when explaining characteristics of the crop, since they used concepts such as embryonic tissue, active and passive transport, homogeneous mixture, among others. It was also evident that a greater understanding of the scientific concepts and the meaning attributed to the reality of the student were promoted by relating a cultural and economic phenomenon of the context with the contents of the school.