Pedagogical practices for the approach to knowledge as social and natural scientists in high school students
This article presents the findings of an investigation that arose from the analysis and reflection of three teachers from a public institution in the department of Cundinamarca. They observed that students, in the areas of natural and social sciences, presented low levels in the performance of argum...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6563
- 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:001/13578
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10474
https://repositorio.uptc.edu.co/handle/001/13578
- Palabra clave:
- scientific knowledge
pedagogical strategy
teaching for understanding
pedagogical practices
conocimiento científico
estrategia pedagógica
enseñanza para la comprensión
prácticas pedagógicas
conhecimento científico
estratégia pedagógica
ensino para a compreensão
práticas pedagógicas
- Rights
- License
- http://purl.org/coar/access_right/c_abf64
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Pedagogical practices for the approach to knowledge as social and natural scientists in high school students |
| dc.title.es-ES.fl_str_mv |
Prácticas pedagógicas para la aproximación al conocimiento como científico social y natural en estudiantes de secundaria |
| dc.title.pt-BR.fl_str_mv |
Práticas pedagógicas para a abordagem do conhecimento como cientista social e natural em estudantes do ensino secundário |
| title |
Pedagogical practices for the approach to knowledge as social and natural scientists in high school students |
| spellingShingle |
Pedagogical practices for the approach to knowledge as social and natural scientists in high school students scientific knowledge pedagogical strategy teaching for understanding pedagogical practices conocimiento científico estrategia pedagógica enseñanza para la comprensión prácticas pedagógicas conhecimento científico estratégia pedagógica ensino para a compreensão práticas pedagógicas |
| title_short |
Pedagogical practices for the approach to knowledge as social and natural scientists in high school students |
| title_full |
Pedagogical practices for the approach to knowledge as social and natural scientists in high school students |
| title_fullStr |
Pedagogical practices for the approach to knowledge as social and natural scientists in high school students |
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Pedagogical practices for the approach to knowledge as social and natural scientists in high school students |
| title_sort |
Pedagogical practices for the approach to knowledge as social and natural scientists in high school students |
| dc.subject.en-US.fl_str_mv |
scientific knowledge pedagogical strategy teaching for understanding pedagogical practices |
| topic |
scientific knowledge pedagogical strategy teaching for understanding pedagogical practices conocimiento científico estrategia pedagógica enseñanza para la comprensión prácticas pedagógicas conhecimento científico estratégia pedagógica ensino para a compreensão práticas pedagógicas |
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conocimiento científico estrategia pedagógica enseñanza para la comprensión prácticas pedagógicas |
| dc.subject.pt-BR.fl_str_mv |
conhecimento científico estratégia pedagógica ensino para a compreensão práticas pedagógicas |
| description |
This article presents the findings of an investigation that arose from the analysis and reflection of three teachers from a public institution in the department of Cundinamarca. They observed that students, in the areas of natural and social sciences, presented low levels in the performance of argumentative, interpretative, and propositional skills; difficulty in explaining ideas and sustaining propositions and points of view; difficulty in making comparisons; and low capacity to formulate hypotheses and to provide answers in several exercises. For this reason, the research aimed to generate transformations in the classroom practices from the framework of teaching for understanding, in order to promote in students of basic secondary and high school the approach to knowledge as natural and social scientists do it. The research has a qualitative approach, with the methodology of pedagogical action research. It was possible to generate transformations in the pedagogical practices based on the constant questioning and reflection from the classroom, which led to the improvement of the students’ performance in the development of scientific competences, abilities, and attitudes. |
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2020 |
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2024-07-05T19:04:45Z |
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2024-07-05T19:04:45Z |
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2020-10-24 |
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info:eu-repo/semantics/article |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10474 10.19053/22160159.v11.n27.2020.10474 |
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https://repositorio.uptc.edu.co/handle/001/13578 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10474 https://repositorio.uptc.edu.co/handle/001/13578 |
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10.19053/22160159.v11.n27.2020.10474 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10474/9785 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10474/9786 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10474/9787 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10474/10374 |
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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; e10474 |
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Praxis & Saber; Vol. 11 Núm. 27 (2020): Didáctica de las Ciencias Experimentales; e10474 |
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Praxis & Saber; Vol. 11 No 27 (2020): Didáctica de las Ciencias Experimentales; e10474 |
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Praxis & Saber; V. 11 N. 27 (2020): Didáctica de las Ciencias Experimentales; e10474 |
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Praxis & Saber; v. 11 n. 27 (2020): Didáctica de las Ciencias Experimentales; e10474 |
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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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2020-10-242024-07-05T19:04:45Z2024-07-05T19:04:45Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/1047410.19053/22160159.v11.n27.2020.10474https://repositorio.uptc.edu.co/handle/001/13578This article presents the findings of an investigation that arose from the analysis and reflection of three teachers from a public institution in the department of Cundinamarca. They observed that students, in the areas of natural and social sciences, presented low levels in the performance of argumentative, interpretative, and propositional skills; difficulty in explaining ideas and sustaining propositions and points of view; difficulty in making comparisons; and low capacity to formulate hypotheses and to provide answers in several exercises. For this reason, the research aimed to generate transformations in the classroom practices from the framework of teaching for understanding, in order to promote in students of basic secondary and high school the approach to knowledge as natural and social scientists do it. The research has a qualitative approach, with the methodology of pedagogical action research. It was possible to generate transformations in the pedagogical practices based on the constant questioning and reflection from the classroom, which led to the improvement of the students’ performance in the development of scientific competences, abilities, and attitudes.El presente artículo presenta los hallazgos de una investigación que surgió del análisis y la reflexión de tres docentes de una institución pública del departamento de Cundinamarca. Ellos observaron que los estudiantes, en las áreas de ciencias naturales y sociales, presentaban bajos niveles en el desempeño de las competencias argumentativas, interpretativas y propositivas; dificultad para explicar las ideas y sustentar proposiciones y puntos de vista; dificultad para hacer comparaciones; y baja capacidad para formular hipótesis y dar respuestas en diversos ejercicios. Por tal razón, la investigación buscó generar transformaciones en las prácticas de aula desde el marco de la enseñanza para la comprensión, con el fin de promover la aproximación al conocimiento como lo hace un científico natural y social en estudiantes de educación básica secundaria y media académica. La investigación es de enfoque cualitativo, con la metodología de la investigación acción pedagógica. Se logró generar transformaciones en las prácticas pedagógicas a partir del constante cuestionamiento y reflexión desde el aula, que condujeron a mejorar los desempeños de los estudiantes en el desarrollo de competencias, habilidades y actitudes científicas.Este artigo relata as conclusões de uma pesquisa que surgiu da análise e reflexão de três professores de uma instituição pública do departamento de Cundinamarca. Eles observaram que os estudantes, nas áreas das ciências naturais e sociais, apresentaram baixos níveis no desempenho das competências argumentativas, interpretativas e proposicionais; dificuldade em explicar ideias e apoiar proposições e pontos de vista; dificuldade em fazer comparações; e baixa capacidade para formular hipóteses e dar respostas em vários exercícios. Por esta razão, a investigação procurou gerar transformações nas práticas na sala de aula a partir da perspectiva do ensino para a compreensão, a fim de promover a abordagem do conhecimento como o cientista natural e social nos estudantes do ensino secundário básico e secundário académico. A pesquisa tem um enfoque qualitativo, com a metodologia da pesquisa pedagógica de ação. Foi possível gerar transformações nas práticas pedagógicas a partir de constantes questionamentos e reflexões na sala de aula, o que levou a melhorar o desempenho dos estudantes no desenvolvimento de competências, habilidades e atitudes científicas.application/pdftext/htmlapplication/epub+zipapplication/xmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10474/9785https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10474/9786https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10474/9787https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/10474/10374Derechos de autor 2020 Alexandra Castelblanco, José Eduardo Cifuentes, Diana Patricia Pinilla, Sarasbathy Debi Pulidohttp://purl.org/coar/access_right/c_abf64http://purl.org/coar/access_right/c_abf2Praxis & Saber; Vol. 11 No. 27 (2020): Didáctica de las Ciencias Experimentales; e10474Praxis & Saber; Vol. 11 Núm. 27 (2020): Didáctica de las Ciencias Experimentales; e10474Praxis & Saber; Vol. 11 No 27 (2020): Didáctica de las Ciencias Experimentales; e10474Praxis & Saber; V. 11 N. 27 (2020): Didáctica de las Ciencias Experimentales; e10474Praxis & Saber; v. 11 n. 27 (2020): Didáctica de las Ciencias Experimentales; e104742462-86032216-0159scientific knowledgepedagogical strategyteaching for understandingpedagogical practicesconocimiento científicoestrategia pedagógicaenseñanza para la comprensiónprácticas pedagógicasconhecimento científicoestratégia pedagógicaensino para a compreensãopráticas pedagógicasPedagogical practices for the approach to knowledge as social and natural scientists in high school studentsPrácticas pedagógicas para la aproximación al conocimiento como científico social y natural en estudiantes de secundariaPráticas pedagógicas para a abordagem do conhecimento como cientista social e natural em estudantes do ensino secundárioinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6563http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a147http://purl.org/coar/version/c_970fb48d4fbd8a85Castelblanco, AlexandraCifuentes, José EduardoPinilla, Diana PatriciaPulido, Sarasbathy Debi001/13578oai:repositorio.uptc.edu.co:001/135782025-07-18 11:43:29.734metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |