Method to solve qualitative experimental tasks in biology
The problem of the low cognitive independence of the students when performing laboratory practices in biology is addressed. To mitigate it, it is proposed to transform traditional laboratory practices into experimental tasks and to introduce a method to guide students in t...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6720
- Fecha de publicación:
- 2020
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13592
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10985
https://repositorio.uptc.edu.co/handle/001/13592
- Palabra clave:
- skill development
experiment
educational experiment
biology teaching
teacher training
desarrollo de habilidades
experimentos
experimento educacional
enseñanza de la biología
formación de docentes
desenvolvimento de habilidades
experimento
experimento educacional
ensino de biologia
formação de professores
- Rights
- License
- Derechos de autor 2020 Dayly García, Yusimí Guerra, Julio Leyva
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Method to solve qualitative experimental tasks in biology |
| dc.title.es-ES.fl_str_mv |
Método para la solución de tareas experimentales cualitativas de biología |
| dc.title.fr-FR.fl_str_mv |
Méthode pour résoudre des tâches expérimentales qualitatives en biologie |
| dc.title.pt-BR.fl_str_mv |
Método para a solução de tarefas experimentais qualitativas em biologia |
| title |
Method to solve qualitative experimental tasks in biology |
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Method to solve qualitative experimental tasks in biology skill development experiment educational experiment biology teaching teacher training desarrollo de habilidades experimentos experimento educacional enseñanza de la biología formación de docentes desenvolvimento de habilidades experimento experimento educacional ensino de biologia formação de professores |
| title_short |
Method to solve qualitative experimental tasks in biology |
| title_full |
Method to solve qualitative experimental tasks in biology |
| title_fullStr |
Method to solve qualitative experimental tasks in biology |
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Method to solve qualitative experimental tasks in biology |
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Method to solve qualitative experimental tasks in biology |
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skill development experiment educational experiment biology teaching teacher training |
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skill development experiment educational experiment biology teaching teacher training desarrollo de habilidades experimentos experimento educacional enseñanza de la biología formación de docentes desenvolvimento de habilidades experimento experimento educacional ensino de biologia formação de professores |
| dc.subject.es-ES.fl_str_mv |
desarrollo de habilidades experimentos experimento educacional enseñanza de la biología formación de docentes |
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desenvolvimento de habilidades experimento experimento educacional ensino de biologia formação de professores |
| description |
The problem of the low cognitive independence of the students when performing laboratory practices in biology is addressed. To mitigate it, it is proposed to transform traditional laboratory practices into experimental tasks and to introduce a method to guide students in the independent solving of qualitative experimental tasks in biology. The method was obtained by analogy. For the validation of the proposal, a model experiment and a practical intervention were carried out following an opening sequence in a sample of students from the Bachelor of Education, Biology career. From the statistical point of view, a randomized complete block design was applied to compare the cognitive independence of the students in the different stages of the solving method, and of the students among themselves. As a result of the model experiment, the functionality of the method for the design of the experimental tasks corresponding to the biological disciplines was evidenced. In the practical intervention, didactic regularities were detected, which allowed obtaining significant advances in the cognitive independence of the students in the sample. |
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2020 |
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2024-07-05T19:04:46Z |
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2024-07-05T19:04:46Z |
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2020-11-17 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10985 10.19053/22160159.v11.n27.2020.10985 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10985 https://repositorio.uptc.edu.co/handle/001/13592 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10985/9882 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10985/9883 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10985/9884 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10985/10380 |
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Derechos de autor 2020 Dayly García, Yusimí Guerra, Julio Leyva |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 11 No. 27 (2020): Didáctica de las Ciencias Experimentales; e10985 |
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Praxis & Saber; Vol. 11 Núm. 27 (2020): Didáctica de las Ciencias Experimentales; e10985 |
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Praxis & Saber; Vol. 11 No 27 (2020): Didáctica de las Ciencias Experimentales; e10985 |
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Praxis & Saber; V. 11 N. 27 (2020): Didáctica de las Ciencias Experimentales; e10985 |
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Praxis & Saber; v. 11 n. 27 (2020): Didáctica de las Ciencias Experimentales; e10985 |
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2462-8603 2216-0159 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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repositorio.uptc@uptc.edu.co |
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2020-11-172024-07-05T19:04:46Z2024-07-05T19:04:46Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1098510.19053/22160159.v11.n27.2020.10985https://repositorio.uptc.edu.co/handle/001/13592The problem of the low cognitive independence of the students when performing laboratory practices in biology is addressed. To mitigate it, it is proposed to transform traditional laboratory practices into experimental tasks and to introduce a method to guide students in the independent solving of qualitative experimental tasks in biology. The method was obtained by analogy. For the validation of the proposal, a model experiment and a practical intervention were carried out following an opening sequence in a sample of students from the Bachelor of Education, Biology career. From the statistical point of view, a randomized complete block design was applied to compare the cognitive independence of the students in the different stages of the solving method, and of the students among themselves. As a result of the model experiment, the functionality of the method for the design of the experimental tasks corresponding to the biological disciplines was evidenced. In the practical intervention, didactic regularities were detected, which allowed obtaining significant advances in the cognitive independence of the students in the sample.Se aborda la problemática de la baja independencia cognoscitiva de los estudiantes al realizar las prácticas de laboratorio de biología. Para atenuarla, se propone transformar las prácticas de laboratorio tradicionales en tareas experimentales e introducir un método para orientar a los estudiantes en la solución independiente de las tareas experimentales cualitativas de biología. Dicho método fue obtenido por analogía. Para la validación de la propuesta, se realizó un experimento de modelo y una intervención práctica, donde se siguió una secuencia de apertura en una muestra de estudiantes de la Licenciatura en Educación, Biología. Desde el punto de vista estadístico, se aplicó un diseño de bloques completos al azar para comparar la independencia cognoscitiva de los estudiantes en las diferentes etapas del método de solución, y de los estudiantes entre sí. Como resultado del experimento, se evidenció la funcionalidad del método para el diseño de las tareas experimentales correspondientes a las disciplinas biológicas. En la intervención práctica se detectaron regularidades didácticas, que permitieron obtener avances significativos en la independencia cognoscitiva de los estudiantes de la muestra.L'article aborde les problèmes liés à la faible indépendance cognitive que les étudiants montrent dans les pratiques de laboratoire de biologie. Pour cette raison, il a été nécessaire, d'une part, de transformer la manière traditionnelle de présenter les pratiques de laboratoire et de le faire comme des tâches expérimentales et, d'autre part, de proposer une méthode pour résoudre les tâches expérimentales qualitatives de la biologie obtenues par la méthode de l'analogie. L'expérience modèle et l'intervention pratique réalisée selon une séquence d'ouverture dans un échantillon d'étudiants du baccalauréat en éducation, biologie sont décrites, ainsi que la conception statistique de blocs aléatoires complets pour comparer l'indépendance des étudiants dans les différents étapes de la méthode de solution proposée, et les étudiants les uns aux autres. En conséquence, des progrès significatifs ont été réalisés dans l'indépendance cognitive des étudiants lors de la résolution de ces tâches.O problema da baixa independência cognitiva dos estudantes na realização de práticas laboratoriais de biologia é abordado. Para atenuá-lo, propõe-se transformar as práticas laboratoriais tradicionais em tarefas experimentais e introduzir um método para orientar os estudantes na solução independente de tarefas experimentais qualitativas em biologia. Este método foi obtido por analogia. Para a validação da proposta, foi realizado um experimento modelo e uma intervenção prática, onde foi seguida uma sequência deabertura numa amostra de estudantes da Licenciatura em Educação, Biologia. Do ponto de vista estatístico, foi aplicado um desenho de blocos completos aleatórios para comparar a independência cognitiva dos estudantes nas diferentes fases do método de solução, e dos estudantes entre si. Como resultado do experimento, foi evidenciada a funcionalidade do método para o desenho das tarefas experimentais correspondentes às disciplinas biológicas. Na intervenção prática, foram detectadas regularidades didáticas, que permitiram obter avanços significativos na independência cognitiva dos estudantes da amostra.application/pdftext/htmlapplication/epub+zipapplication/xmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10985/9882https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10985/9883https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10985/9884https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10985/10380Derechos de autor 2020 Dayly García, Yusimí Guerra, Julio Leyvahttp://purl.org/coar/access_right/c_abf221http://purl.org/coar/access_right/c_abf2Praxis & Saber; Vol. 11 No. 27 (2020): Didáctica de las Ciencias Experimentales; e10985Praxis & Saber; Vol. 11 Núm. 27 (2020): Didáctica de las Ciencias Experimentales; e10985Praxis & Saber; Vol. 11 No 27 (2020): Didáctica de las Ciencias Experimentales; e10985Praxis & Saber; V. 11 N. 27 (2020): Didáctica de las Ciencias Experimentales; e10985Praxis & Saber; v. 11 n. 27 (2020): Didáctica de las Ciencias Experimentales; e109852462-86032216-0159skill developmentexperimenteducational experimentbiology teachingteacher trainingdesarrollo de habilidadesexperimentosexperimento educacionalenseñanza de la biologíaformación de docentesdesenvolvimento de habilidadesexperimentoexperimento educacionalensino de biologiaformação de professoresMethod to solve qualitative experimental tasks in biologyMétodo para la solución de tareas experimentales cualitativas de biologíaMéthode pour résoudre des tâches expérimentales qualitatives en biologieMétodo para a solução de tarefas experimentais qualitativas em biologiainfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6720http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a304http://purl.org/coar/version/c_970fb48d4fbd8a85García, DaylyGuerra, YusimíLeyva, Julio001/13592oai:repositorio.uptc.edu.co:001/135922025-07-18 11:44:03.108metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |