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 presente trabajo tuvo como objetivo implementar en la práctica pedagógica una planificación curricular por experiencias de aprendizaje para desarrollar las competencias del área de ciencia y tecnología en estudiantes del primero de secundaria. Las experiencias de aprendizaje se han convertido en una alternativa de programación que ha permitido interrelacionar las competencias del área de ciencia y tecnología con competencias de otras áreas de manera sencilla y holística, lo que ha conllevado a una programación curricular colegiada y articulada. Las experiencias de aprendizaje han permitido organizar las actividades de acuerdo al reto propuesto permitiéndoles a los estudiantes lograr un producto en el cual se evidencia el logro del aprendizaje. La programación pedagógica desarrollada en las experiencias de aprendizaje, integra los paradigmas cognitivo y sociocultural; los aprendices son los protagonistas de su aprendizaje y necesitan de un escenario, físico o virtual, para aprender. Este escenario, enmarcado en la sociedad, influye de manera significativa en el aprendizaje del estudiante como lo sustenta Vygotsky al proponer que la sociedad y la cultura influyen en la manera y el proceso de aprendizaje. Para cumplir con el objetivo se hizo un análisis minucioso del Currículo Nacional de Educación Básica (CNEB) y de los paradigmas, enfoques y teorías que lo sustentan. El paradigma cognitivo (Jean Piaget, David Ausubel, Jerome Bruner), el paradigma sociocultural (Lev Vygotski, Reuven Feuerstein), el paradigma Sociocognitivo Humanista (cognitivo Piaget, Ausubel, Bruner y lo socio contextual de Vygotsky y Feuerstein) En conclusión, las experiencias de aprendizaje presentan actividades significativas y retadoras que promueven en los estudiantes la resolución de problemas, el pensamiento creativo y crítico; y permite a los docentes regular el aprendizaje de los estudiantes a través del acompañamiento individual o grupal para una retroalimentación oportuna y pertinente; por lo tanto se confirma que las experiencias de aprendizaje han contribuido al desarrollo de las competencias del área de ciencia y tecnología en los estudiantes de primer grado de secundaria.
The objective of this work was to implement in pedagogical practice a curricular planning for learning experiences to develop the competences of the area of science and technology in students of the first year of secondary school. Learning experiences have become a programming alternative that has made it possible to interrelate the competences of the science and technology area with competences from other areas in a simple and holistic way, which has led to a collegiate and articulated curricular programming. The learning experiences have made it possible to organize the activities according to the proposed challenge, allowing students to achieve a product in which learning achievement is evident. The pedagogical programming developed in the learning experiences, integrates the cognitive and sociocultural paradigms; learners are the protagonists of their learning and need a physical or virtual setting to learn. This scenario, framed in society, significantly influences student learning as supported by Vygotsky by proposing that society and culture influence the way and the learning process. To meet the objective, a detailed analysis was made of the National Basic Education Curriculum (CNEB) and the paradigms, approaches and theories that support it. The cognitive paradigm (Jean Piaget, David Ausubel, Jerome Bruner), the sociocultural paradigm (Lev Vygotski, Reuven Feuerstein), the Humanist Sociocognitive paradigm (cognitive Piaget, Ausubel, Bruner and the socio-contextual of Vygotsky and Feuerstein) In conclusion, learning experiences present meaningful and challenging activities that promote problem solving, creative and critical thinking in students; and allows teachers to regulate student learning through individual or group accompaniment for timely and pertinent feedback; Therefore, it is confirmed that learning experiences have contributed to the development of science and technology competencies in first grade high school students.
The objective of this work was to implement in pedagogical practice a curricular planning for learning experiences to develop the competences of the area of science and technology in students of the first year of secondary school. Learning experiences have become a programming alternative that has made it possible to interrelate the competences of the science and technology area with competences from other areas in a simple and holistic way, which has led to a collegiate and articulated curricular programming. The learning experiences have made it possible to organize the activities according to the proposed challenge, allowing students to achieve a product in which learning achievement is evident. The pedagogical programming developed in the learning experiences, integrates the cognitive and sociocultural paradigms; learners are the protagonists of their learning and need a physical or virtual setting to learn. This scenario, framed in society, significantly influences student learning as supported by Vygotsky by proposing that society and culture influence the way and the learning process. To meet the objective, a detailed analysis was made of the National Basic Education Curriculum (CNEB) and the paradigms, approaches and theories that support it. The cognitive paradigm (Jean Piaget, David Ausubel, Jerome Bruner), the sociocultural paradigm (Lev Vygotski, Reuven Feuerstein), the Humanist Sociocognitive paradigm (cognitive Piaget, Ausubel, Bruner and the socio-contextual of Vygotsky and Feuerstein) In conclusion, learning experiences present meaningful and challenging activities that promote problem solving, creative and critical thinking in students; and allows teachers to regulate student learning through individual or group accompaniment for timely and pertinent feedback; Therefore, it is confirmed that learning experiences have contributed to the development of science and technology competencies in first grade high school students.
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Keywords
Educación, Educación secundaria, Ciencia, Planificación de la educación