Discusión sobre la biodegradación de empaques para alimentos como herramienta para el desarrollo de la competencia argumentativa científica
Cargando...
Archivos
Director
Tipo de contenido
Editor
Document language:
Español
Fecha
Título de la revista
ISSN de la revista
Título del volumen
Documentos PDF
Resumen
El presente trabajo es producto de la intervención realizada con un grupo de estudiantes del grado undécimo del Colegio Celestin Freinet; tiene como objetivo el desarrollo de la competencia argumentativa científica mediante la discusión de la biodegradación de los empaques de alimentos como una alternativa didáctica que promueva el diálogo científico y refuerce las capacidades críticas dentro de un espacio social.
En el diseño metodológico se identificó el nivel de argumentación de los estudiantes con una sensibilización previa y la participación en un debate. Posteriormente se empleó un modelo de investigación dirigida en el que los estudiantes, asesorados por el docente, construyeron sus argumentaciones con base en evidencias científicas. Culminado el proceso, se evaluó el efecto de la estrategia con un debate final para comparar el progreso en el desarrollo de la argumentación científica.
Los resultados al analizar los argumentos en los debates CSC demostraron que la aplicación de la actividad de investigación dirigida tuvo efectos positivos en el desarrollo de la competencia argumentativa. En el primer debate los argumentos fueron formulados desde una perspectiva informal sin incluir fundamentos teóricos ni evidencias científicas. Sin embargo, gracias a la metodología de investigación dirigida, en el debate final se evidenció un incremento de las frecuencias de los patrones utilizados para evaluar la calidad de la argumentación de los estudiantes, sus discursos manifestaron una apropiación de los conocimientos debido a la revisión bibliográfica que orientó su investigación, mejorando así su comprensión de la discusión científica.
This work is the product of the intervention carried out with a group of eleventh grade students of the Celestin Freinet College; Its objective is the development of scientific argumentative competence through the discussion of the biodegradation of food packaging as a didactic alternative that promotes scientific dialogue and reinforces critical capacities within a social space. In the methodological design the level of argumentation of the students with a previous sensitization and the participation in a debate was identified. Subsequently, a directed research model was used in which the students, advised by the teacher, constructed their arguments based on scientific evidence. After the process was completed, the effect of the strategy was evaluated with a final debate to compare the progress in the development of scientific argumentation. The results when analyzing the arguments in the SSI debates showed that the application of the directed research activity had positive effects on the development of argumentative competence. In the first debate the arguments were formulated from an informal perspective without including theoretical foundations or scientific evidence. However, thanks to the directed research methodology, in the final debate there was an increase in the frequencies of the patterns used to evaluate the quality of the argumentation of the students, their speeches manifested an appropriation of knowledge due to the literature review which guided his research, thus improving his understanding of the scientific discussion.
This work is the product of the intervention carried out with a group of eleventh grade students of the Celestin Freinet College; Its objective is the development of scientific argumentative competence through the discussion of the biodegradation of food packaging as a didactic alternative that promotes scientific dialogue and reinforces critical capacities within a social space. In the methodological design the level of argumentation of the students with a previous sensitization and the participation in a debate was identified. Subsequently, a directed research model was used in which the students, advised by the teacher, constructed their arguments based on scientific evidence. After the process was completed, the effect of the strategy was evaluated with a final debate to compare the progress in the development of scientific argumentation. The results when analyzing the arguments in the SSI debates showed that the application of the directed research activity had positive effects on the development of argumentative competence. In the first debate the arguments were formulated from an informal perspective without including theoretical foundations or scientific evidence. However, thanks to the directed research methodology, in the final debate there was an increase in the frequencies of the patterns used to evaluate the quality of the argumentation of the students, their speeches manifested an appropriation of knowledge due to the literature review which guided his research, thus improving his understanding of the scientific discussion.