Didactic strategy for the learning of biogeochemical cycles from transdiscipl inarity
This research, of mixed methods, consisted in the implementation of student projects, where the general aim is to demonstrate that the production of projects by students is a more appropriated strategy to restructure preconceptions of the topic of composition of matter and its physicochemical transf...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6548
- Fecha de publicación:
- 2017
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13457
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/6180
https://repositorio.uptc.edu.co/handle/001/13457
- Palabra clave:
- pedagogical innovation
biogeochemical cycles
restructuring preconceptions
projects
innovación pedagógica
ciclos biogeoquímicos
reestructurar preconcepciones
proyectos
innovation pédagogique
les cycles biogéochimiques
restructuration d’idées préconçues
projets
inovação pedagógica
ciclos biogeoquímicos
reestruturar preconceitos
projetos
- Rights
- License
- http://purl.org/coar/access_right/c_abf49
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| dc.title.en-US.fl_str_mv |
Didactic strategy for the learning of biogeochemical cycles from transdiscipl inarity |
| dc.title.es-ES.fl_str_mv |
Estrategia didáctica para el aprendizaje de los ciclos biogeoquímicos desde la transdisciplinariedad |
| dc.title.fr-FR.fl_str_mv |
Stratégie d’enseignement pour l’apprentissage des cycles biogéochimiques depuis transdisciplinarité |
| dc.title.pt-BR.fl_str_mv |
Estratégia de ensino para a aprendizagem dos ciclos biogeoquímicos desde a transdisciplinaridade |
| title |
Didactic strategy for the learning of biogeochemical cycles from transdiscipl inarity |
| spellingShingle |
Didactic strategy for the learning of biogeochemical cycles from transdiscipl inarity pedagogical innovation biogeochemical cycles restructuring preconceptions projects innovación pedagógica ciclos biogeoquímicos reestructurar preconcepciones proyectos innovation pédagogique les cycles biogéochimiques restructuration d’idées préconçues projets inovação pedagógica ciclos biogeoquímicos reestruturar preconceitos projetos |
| title_short |
Didactic strategy for the learning of biogeochemical cycles from transdiscipl inarity |
| title_full |
Didactic strategy for the learning of biogeochemical cycles from transdiscipl inarity |
| title_fullStr |
Didactic strategy for the learning of biogeochemical cycles from transdiscipl inarity |
| title_full_unstemmed |
Didactic strategy for the learning of biogeochemical cycles from transdiscipl inarity |
| title_sort |
Didactic strategy for the learning of biogeochemical cycles from transdiscipl inarity |
| dc.subject.en-US.fl_str_mv |
pedagogical innovation biogeochemical cycles restructuring preconceptions projects |
| topic |
pedagogical innovation biogeochemical cycles restructuring preconceptions projects innovación pedagógica ciclos biogeoquímicos reestructurar preconcepciones proyectos innovation pédagogique les cycles biogéochimiques restructuration d’idées préconçues projets inovação pedagógica ciclos biogeoquímicos reestruturar preconceitos projetos |
| dc.subject.es-ES.fl_str_mv |
innovación pedagógica ciclos biogeoquímicos reestructurar preconcepciones proyectos |
| dc.subject.fr-FR.fl_str_mv |
innovation pédagogique les cycles biogéochimiques restructuration d’idées préconçues projets |
| dc.subject.pt-BR.fl_str_mv |
inovação pedagógica ciclos biogeoquímicos reestruturar preconceitos projetos |
| description |
This research, of mixed methods, consisted in the implementation of student projects, where the general aim is to demonstrate that the production of projects by students is a more appropriated strategy to restructure preconceptions of the topic of composition of matter and its physicochemical transformation, than those traditional conductive schemes in high-school students. It is an example of daily praxis where education comes into view as an opportunity of finding interdisciplinary approach and a systemic thinking. The theme of the biogeochemical cycles, implemented as projects, is a precise methodological proposal to fructify this opportunity. As for the integration of the subject and the selection of the sample it was made between the so-called hard sciences like Chemistry, with soft disciplines like Biology. Finally, for the implementation, two groups of students of the same grade of secondary education were formed, but with different conditions each other; Then the measuring instrument was performed, pretest and posttest; Then some observations of the field work were recorded and a survey was applied to assess the satisfaction of the project. |
| publishDate |
2017 |
| dc.date.accessioned.none.fl_str_mv |
2024-07-05T19:04:24Z |
| dc.date.available.none.fl_str_mv |
2024-07-05T19:04:24Z |
| dc.date.none.fl_str_mv |
2017-01-03 |
| dc.type.none.fl_str_mv |
info:eu-repo/semantics/article |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/resource_type/c_6548 |
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info:eu-repo/semantics/publishedVersion |
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http://purl.org/coar/version/c_970fb48d4fbd8a132 |
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http://purl.org/coar/resource_type/c_6548 |
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publishedVersion |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/6180 10.19053/22160159.v8.n16.2017.6180 |
| dc.identifier.uri.none.fl_str_mv |
https://repositorio.uptc.edu.co/handle/001/13457 |
| url |
https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/6180 https://repositorio.uptc.edu.co/handle/001/13457 |
| identifier_str_mv |
10.19053/22160159.v8.n16.2017.6180 |
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spa |
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spa |
| language |
spa |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/6180/5242 |
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http://purl.org/coar/access_right/c_abf2 |
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http://purl.org/coar/access_right/c_abf49 |
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http://purl.org/coar/access_right/c_abf49 http://purl.org/coar/access_right/c_abf2 |
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application/pdf |
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Universidad Pedagógica y Tecnológica de Colombia |
| dc.source.en-US.fl_str_mv |
Praxis & Saber; Vol. 8 No. 16 (2017): Didáctica, Aprendizaje y Escritura; 105 - 132 |
| dc.source.es-ES.fl_str_mv |
Praxis & Saber; Vol. 8 Núm. 16 (2017): Didáctica, Aprendizaje y Escritura; 105 - 132 |
| dc.source.fr-FR.fl_str_mv |
Praxis & Saber; Vol. 8 No 16 (2017): Didáctica, Aprendizaje y Escritura; 105 - 132 |
| dc.source.it-IT.fl_str_mv |
Praxis & Saber; V. 8 N. 16 (2017): Didáctica, Aprendizaje y Escritura; 105 - 132 |
| dc.source.pt-BR.fl_str_mv |
Praxis & Saber; v. 8 n. 16 (2017): Didáctica, Aprendizaje y Escritura; 105 - 132 |
| dc.source.none.fl_str_mv |
2462-8603 2216-0159 |
| institution |
Universidad Pedagógica y Tecnológica de Colombia |
| repository.name.fl_str_mv |
Repositorio Institucional UPTC |
| repository.mail.fl_str_mv |
repositorio.uptc@uptc.edu.co |
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1839633799454916608 |
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2017-01-032024-07-05T19:04:24Z2024-07-05T19:04:24Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/618010.19053/22160159.v8.n16.2017.6180https://repositorio.uptc.edu.co/handle/001/13457This research, of mixed methods, consisted in the implementation of student projects, where the general aim is to demonstrate that the production of projects by students is a more appropriated strategy to restructure preconceptions of the topic of composition of matter and its physicochemical transformation, than those traditional conductive schemes in high-school students. It is an example of daily praxis where education comes into view as an opportunity of finding interdisciplinary approach and a systemic thinking. The theme of the biogeochemical cycles, implemented as projects, is a precise methodological proposal to fructify this opportunity. As for the integration of the subject and the selection of the sample it was made between the so-called hard sciences like Chemistry, with soft disciplines like Biology. Finally, for the implementation, two groups of students of the same grade of secondary education were formed, but with different conditions each other; Then the measuring instrument was performed, pretest and posttest; Then some observations of the field work were recorded and a survey was applied to assess the satisfaction of the project.Esta investigación, de carácter mixto, consistió en la implementación de proyectos estudiantiles, donde el objetivo general fue demostrar que la elaboración de proyectos por parte de los estudiantes es una estrategia más adecuada para reestructurar preconcepciones del tema de composición de la materia y sus transformaciones físico-químicas, que los esquemas conductistas tradicionales en estudiantes de nivel secundaria. Es un ejemplo de praxis cotidiana donde la educación se vislumbra como una oportunidad en la búsqueda de la interdisciplinariedad y el pensamiento sistémico. El tema de los ciclos biogeoquímicos, implementado como proyectos, es una propuesta metodológica precisa para fructificar dicha oportunidad. En cuanto a la integración del tema y la selección de la muestra se realizó entre las llamadas ciencias duras como la Química, con disciplinas blandas como Biología. Finalmente, para la puesta en práctica, se formaron dos grupos de estudiantes del mismo grado de Educación Básica Secundaria, pero con condiciones distintas entre sí; luego se realizó el instrumento de medición, pretest y postest; seguidamente se registraron algunas observaciones del trabajo de campo y se aplicó una encuesta para valorar la satisfacción del proyecto.Cette recherche, de caractère mixte, a été la mise en oeuvre des projets d’étudiants dont l’objectif général était de démontrer que le développement de projets par les étudiants est une meilleure stratégie de restructuration des préconceptions du thème de composition de la matière et ses transformations physico chimiques, par rapport aux régimes conductistes traditionnels en étudiants de l’enseignement secondaire. Il est un exemple de la pratique quotidienne où l’éducation est perçue comme une opportunité dans la recherche de la pensé systématique et de l’interdisciplinarité. Le thème des cycles biogéochimiques, mis en oeuvre comme des projets, c’est une proposition méthodologiste précise à féconder cette occasion. En ce qui concerne l’intégration du thème et la sélection des sujets a été faite entre les soi-disant sciences dures telles que la chimie, avec des disciplines douces comme la biologie. Enfin, pour la mise en oeuvre, deux groupes d’étudiants dans le même grade de l’enseignement secondaire ont été formés, mais avec des conditions différentes les unes des autres; puis l’instrument de mesure, pré-test et post-test a été effectué; ensuite quelques observations de travail sur le terrain ont été enregistrés et une enquête a été menée pour évaluer la satisfaction du projet.Esta pesquisa, de caráter misto, foi a implementação de projetos de estudantes, onde o objetivo global foi demonstrar que o desenvolvimento de projetos de estudantes é uma melhor estratégia para reestruturar preconceitos do tópico da composição da matéria e suas transformações físico-químicas, do que o esquema comportamental tradicional em nível secundário de educação. É um exemplo de práxis diária, onde a educação é vista como uma oportunidade na busca da interdisciplinaridade e o pensamento sistémico. O tema dos ciclos biogeoquímicos, implementado como projetos, é uma proposta precisa para frutificar esta oportunidade. Quanto à integração do tópico e a seleção da amostra foi feita entre as chamadas ciências duras, como a Química, com disciplinas suaves como a Biologia. Finalmente, para a implementação, formaram-se dois grupos de alunos do mesmo grau de Ensino Secundário Básico, mas com condições diferentes uns dos outros; em seguida, o instrumento de medição, pré e pósteste foi realizado; depois, algumas observações de trabalho de campo foram registradas e foi realizada uma pesquisa para avaliar a satisfação do projeto.application/pdfspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/6180/5242Praxis & Saber; Vol. 8 No. 16 (2017): Didáctica, Aprendizaje y Escritura; 105 - 132Praxis & Saber; Vol. 8 Núm. 16 (2017): Didáctica, Aprendizaje y Escritura; 105 - 132Praxis & Saber; Vol. 8 No 16 (2017): Didáctica, Aprendizaje y Escritura; 105 - 132Praxis & Saber; V. 8 N. 16 (2017): Didáctica, Aprendizaje y Escritura; 105 - 132Praxis & Saber; v. 8 n. 16 (2017): Didáctica, Aprendizaje y Escritura; 105 - 1322462-86032216-0159pedagogical innovationbiogeochemical cyclesrestructuring preconceptionsprojectsinnovación pedagógicaciclos biogeoquímicosreestructurar preconcepcionesproyectosinnovation pédagogiqueles cycles biogéochimiquesrestructuration d’idées préconçuesprojetsinovação pedagógicaciclos biogeoquímicosreestruturar preconceitosprojetosDidactic strategy for the learning of biogeochemical cycles from transdiscipl inarityEstrategia didáctica para el aprendizaje de los ciclos biogeoquímicos desde la transdisciplinariedadStratégie d’enseignement pour l’apprentissage des cycles biogéochimiques depuis transdisciplinaritéEstratégia de ensino para a aprendizagem dos ciclos biogeoquímicos desde a transdisciplinaridadeinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6548http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a132http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf49http://purl.org/coar/access_right/c_abf2Ruíz Martínez, Alexandra001/13457oai:repositorio.uptc.edu.co:001/134572025-07-18 11:43:29.698metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |