Diseño e implementación de un módulo didáctico para la formación de docentes en máquinas simples, en el municipio de San Antonio del Tequendama
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Espinel Rodríguez, Jhon David
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La formación en ciencias tiene retos importantes, entre los que se encuentra, cautivar a los estudiantes más jóvenes para que se vinculen con los procesos de formación científica y los llamados a asumirlo son los docentes que orienten las asignaturas de ciencias, en el caso del presente trabajo, docentes licenciadas en pedagogía, que atienden población rural en escuelas multigrado, en la Institución Educativa Departamental Mariano Santamaría. En el contexto de esta institución, se dificulta el acceso a internet y a laboratorios dadas las condiciones de distancia del casco urbano. Un primer paso en el objetivo de vincular esta población a las ciencias es dar soluciones prácticas y efectivas a preguntas como: ¿una estrategia didáctica basada en Aprendizaje activo y Aprendizaje Basado en Problemas permite mejorar los procesos de enseñanza en ciencias naturales?
Y es en este sentido que se plantea cómo, por medio de investigación cualitativa, se pueda implementar una estrategia didáctica para la formación de docentes de básica primaria en temas selectos de física, usando metodología de Aprendizaje Basado en Problemas (ABP) y Aprendizaje Activo (AA).
Para el desarrollo de la propuesta, se diseñaron tres kits que contienen diferentes materiales de bajo costo y fácil consecución con el fin de que puedan ser replicadas en los diferentes espacios de formación académica. Este material, permite la implementación de prácticas experimentales que abordan los conceptos de fuerza y torque, que relacionados, permiten la consolidación del concepto de máquina simple. La estrategia se desarrolló en cinco sesiones con las docentes de primaria. Cada sesión se desarrolló en tres momentos, uno de indagación, donde se reconocieron las ideas previas de los docentes, otro de construcción de hipótesis, en el que los docentes plantearon posibles soluciones a los fenómenos propuestos y otro de socialización, en el cual los docentes podrían validad o invalidar a partir de la experiencia sus hipótesis. Las experiencias vinculadas a estas sesiones implicaron la reflexión en torno a los conceptos que subyacen el concepto de máquina simple.
Science education has significant challenges, including capturing the attention of younger students so that they are linked with scientific training processes. Those called to take action on this challenge are the teachers who guide science subjects. In the present work, those are teachers with degrees in pedagogy, who serve the rural population in multigrade schools at the Departmental Educational Institution Mariano Santamaría. In this institution's context, given the conditions of distance from the urban area, access to the internet and laboratories is difficult. A first step in the objective of linking this population to science is to provide practical and effective solutions to questions such as: Does a didactic strategy based on active learning and problem-based learning improve the teaching processes in natural sciences? Therefore, using qualitative research, it is proposed to implement a didactic strategy for elementary school teachers' training in selected topics of physics, using Problem-Based Learning (PBL) and Active Learning (AA) methodology. For the development of the proposal, three kits were designed containing different materials of low cost and easy attainment to be replicated in the other spaces of academic training. This material allows the implementation of experimental practices that address the concepts of force and torque, which will enable the consolidation of the simple machine concept. The strategy was developed in five sessions with the primary school teachers. Each session was set in three moments, one of inquiry, where the previous ideas of the teachers were recognized, another of hypothesis construction, in which the teachers proposed possible solutions to the proposed phenomena and another of socialization, in which the teachers could validate or invalidate their hypotheses from experience. The experiences linked to these sessions involved reflection on the concepts that underlie a simple machine concept.
Science education has significant challenges, including capturing the attention of younger students so that they are linked with scientific training processes. Those called to take action on this challenge are the teachers who guide science subjects. In the present work, those are teachers with degrees in pedagogy, who serve the rural population in multigrade schools at the Departmental Educational Institution Mariano Santamaría. In this institution's context, given the conditions of distance from the urban area, access to the internet and laboratories is difficult. A first step in the objective of linking this population to science is to provide practical and effective solutions to questions such as: Does a didactic strategy based on active learning and problem-based learning improve the teaching processes in natural sciences? Therefore, using qualitative research, it is proposed to implement a didactic strategy for elementary school teachers' training in selected topics of physics, using Problem-Based Learning (PBL) and Active Learning (AA) methodology. For the development of the proposal, three kits were designed containing different materials of low cost and easy attainment to be replicated in the other spaces of academic training. This material allows the implementation of experimental practices that address the concepts of force and torque, which will enable the consolidation of the simple machine concept. The strategy was developed in five sessions with the primary school teachers. Each session was set in three moments, one of inquiry, where the previous ideas of the teachers were recognized, another of hypothesis construction, in which the teachers proposed possible solutions to the proposed phenomena and another of socialization, in which the teachers could validate or invalidate their hypotheses from experience. The experiences linked to these sessions involved reflection on the concepts that underlie a simple machine concept.
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Espinel, Jhon; Perilla, Carlos. (2020) Diseño e implementación de un módulo didáctico con docentes en Máquinas Simples, en el municipio de San Antonio del Tequendama. Universidad Nacional de Colombia.