Planificación curricular por experiencias de aprendizaje para desarrollar las competencias del área de Ciencia y Tecnología en estudiantes de secundaria
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Date
2021
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Universidad Nacional de Trujillo
Abstract
El desarrollo integral, es primordial para formar ciudadanos y ciudadanas que aporten al desarrollo de su contexto; por ello, el Currículo Nacional de la Educación Básica Regular (CNEBR), ha sido planteado con un enfoque por competencias; lo que implica realizar un trabajo colegiado desde una perspectiva integral. Por ello, nos planteamos como objetivo implementar desde la práctica pedagógica la planificación de experiencias de aprendizaje que nos permitan desarrollar competencias en los estudiantes del VII Ciclo (cuarto grado), desde el área de Ciencia y Tecnología. Las experiencias de aprendizaje son un conjunto de actividades que son planteadas por los docentes, para presentarles a los estudiantes situaciones significativas que nacen de sus contextos y que plantean desafíos, retos o problemas complejos, que son abordados desde diferentes áreas curriculares; los que serán desarrollados en una o varias sesiones de aprendizaje. Este planteamiento implica, que, en la formulación del proceso de Planificación Curricular, se deberán tener en cuenta el enfoque y sustento pedagógico del Currículo Nacional, que nos permita asumir los planteamientos, del logro de aprendizajes de los estudiantes, sustentados en las teorías de Piaget, Vygotsky, Ausubel, Bruner, entre otros teóricos, que han aportado en este campo del conocimiento. Por tanto, el proceso de Planificación Curricular, es de vital importancia para lograr aprendizajes de calidad en nuestros estudiantes y, las experiencias de aprendizaje son una alternativa para este propósito, ya que, a través de ellas, se generarán situaciones orientadas a desarrollar competencias y capacidades complejas como el pensamiento crítico, la indagación y reflexión.
Comprehensive development is essential to train citizens who contribute to the development of their context; for this reason, the National Curriculum for Regular Basic Education (CNEBR) has been proposed with a competency approach; which implies doing a collegiate work from an integral perspective. For this reason, our objective is to implement the planning of learning experiences that allow us to develop competencies in the students of the VII Cycle (fourth grade), from the area of Science and Technology, from the pedagogical practice. Learning experiences are a set of activities that are proposed by teachers, to present students with significant situations that arise from their contexts and that pose challenges, challenges or complex problems, which are approached from different curricular areas; those that will be developed in one or more learning sessions. This approach implies that in the formulation of the Curricular Planning process, the approach and pedagogical support of the National Curriculum must be taken into account, which allows us to assume the approaches, of the achievement of student learning, based on the theories of Piaget, Vygotsky, Ausubel, Bruner, among other theorists, who have contributed in this field of knowledge. Therefore, the Curricular Planning process is of vital importance to achieve quality learning in our students and, learning experiences are an alternative for this purpose, since through them, situations aimed at developing skills and abilities will be generated. Complex such as critical thinking, inquiry and reflection.
Comprehensive development is essential to train citizens who contribute to the development of their context; for this reason, the National Curriculum for Regular Basic Education (CNEBR) has been proposed with a competency approach; which implies doing a collegiate work from an integral perspective. For this reason, our objective is to implement the planning of learning experiences that allow us to develop competencies in the students of the VII Cycle (fourth grade), from the area of Science and Technology, from the pedagogical practice. Learning experiences are a set of activities that are proposed by teachers, to present students with significant situations that arise from their contexts and that pose challenges, challenges or complex problems, which are approached from different curricular areas; those that will be developed in one or more learning sessions. This approach implies that in the formulation of the Curricular Planning process, the approach and pedagogical support of the National Curriculum must be taken into account, which allows us to assume the approaches, of the achievement of student learning, based on the theories of Piaget, Vygotsky, Ausubel, Bruner, among other theorists, who have contributed in this field of knowledge. Therefore, the Curricular Planning process is of vital importance to achieve quality learning in our students and, learning experiences are an alternative for this purpose, since through them, situations aimed at developing skills and abilities will be generated. Complex such as critical thinking, inquiry and reflection.
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Keywords
Educación, Educación secundaria, Ciencia, Tecnología, Programa de enseñanza