Propuesta de enseñanza que contribuya al aprendizaje significativo de la expresión génica
Cargando...
Archivos
Autores
Palacio Montoya, Andrés de Jesús
Director
Tipo de contenido
Document language:
Español
Fecha
Título de la revista
ISSN de la revista
Título del volumen
Documentos PDF
Resumen
Teniendo como propósito mejorar las prácticas de enseñanza al interior del aula se diseñó una propuesta para la enseñanza de la expresión génica que contribuyera al aprendizaje significativo, para esto se realizó un estudio de caso con los estudiantes del grado noveno de la Institución Educativa Diego Echavarría Misas del municipio de Medellín. El estudio de caso tuvo como muestra cinco grupos, se aplicó la propuesta a tres, y los dos grupos restantes se tomaron como control, en los cuales el método de enseñanza fue el tradicional. Al final de la intervención se encontraron diferencias significativas entre los grupos intervenidos con la propuesta frente a los grupos control; mostrando un mejor desempeño en la evaluación final.
Abstract: Aiming at improving teaching practices in the classroom, a proposal for teaching gene expression, which would contribute to a meaningful learning was designed. To do so, a case study was carried out with students in ninth grade at the Diego Echavarría Misas High School. The case study involved five groups, the proposal was applied to three of them, and the remaining two groups were taken as control, where a traditional teaching method was applied. At the end of this case study, significant differences were found between the groups intervened with the proposal versus the control groups, exhibiting an improved performance in the final evaluation.
Abstract: Aiming at improving teaching practices in the classroom, a proposal for teaching gene expression, which would contribute to a meaningful learning was designed. To do so, a case study was carried out with students in ninth grade at the Diego Echavarría Misas High School. The case study involved five groups, the proposal was applied to three of them, and the remaining two groups were taken as control, where a traditional teaching method was applied. At the end of this case study, significant differences were found between the groups intervened with the proposal versus the control groups, exhibiting an improved performance in the final evaluation.