Aprendemos a indagar mediante andamiajes cognitivos
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Date
2021
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Universidad Nacional de Trujillo
Abstract
El desarrollo de las competencias propias del área de Ciencia y Tecnología son importantes porque forman parte del perfil del egreso de la Educación Básica Regular; no obstante, se percibe un fracaso en el aprendizaje y pérdida del interés de los estudiantes por las áreas relacionadas a las ciencias. Nuestra propuesta busca contribuir a superar esta deficiencia mediante el uso de andamios cognitivos en el desarrollo de la competencia “Indaga” del área de Ciencia y Tecnología en estudiantes de primer grado de educación secundaria. La implementación de tales andamios se realiza dentro de los procesos didácticos del área y para la evaluación de logros se hace uso de la rúbrica analítica. El sustento teórico se basa en los aportes del constructivismo y el enfoque de la indagación y alfabetización científica y tecnológica del Ministerio de Educación. El sustento pedagógico se cimenta en la metodología para la enseñanza de las ciencias, el uso de medios y materiales, la evaluación formativa y otros elementos didácticos utilizados en nuestra práctica profesional. Se concluye que los andamios cognitivos conjuntamente con los procesos didácticos fortalecen el desarrollo de la competencia de Indaga del área de Ciencia y Tecnología; se incluye sugerencias y en anexos, los andamios cognitivos utilizados en una sesión de aprendizaje desarrollada y monitoreada con criterios de evaluación formativa.
The development of competences in the area of Science and Technology are important because they are part of the graduation profile of Regular Basic Education; however, there is a perceived failure in learning and loss of interest of students in areas related to science. Our proposal seeks to contribute to overcome this deficiency through the use of cognitive scaffolds in the development of the "Inquire" competence in the area of Science and Technology in first grade students of secondary education. The implementation of such scaffolds is carried out within the didactic processes of the area and the analytical rubric is used for the evaluation of achievements. The theoretical support is based on the contributions of constructivism and the approach of inquiry and scientific and technological literacy of the Ministry of Education. The pedagogical support is based on the methodology for teaching science, the use of media and materials, the formative evaluation and other didactic elements used in our professional practice. It is concluded that the cognitive scaffolds together with the didactic processes strengthen the development of the Inquiry competence in the area of Science and Technology; suggestions are included and in annexes, the cognitive scaffolds used in a learning session developed and monitored with formative evaluation criteria.
The development of competences in the area of Science and Technology are important because they are part of the graduation profile of Regular Basic Education; however, there is a perceived failure in learning and loss of interest of students in areas related to science. Our proposal seeks to contribute to overcome this deficiency through the use of cognitive scaffolds in the development of the "Inquire" competence in the area of Science and Technology in first grade students of secondary education. The implementation of such scaffolds is carried out within the didactic processes of the area and the analytical rubric is used for the evaluation of achievements. The theoretical support is based on the contributions of constructivism and the approach of inquiry and scientific and technological literacy of the Ministry of Education. The pedagogical support is based on the methodology for teaching science, the use of media and materials, the formative evaluation and other didactic elements used in our professional practice. It is concluded that the cognitive scaffolds together with the didactic processes strengthen the development of the Inquiry competence in the area of Science and Technology; suggestions are included and in annexes, the cognitive scaffolds used in a learning session developed and monitored with formative evaluation criteria.
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Keywords
Educación, Educación secundaria, Ciencia, Investigación