Recursos científico-tecnológicos en los jardines infantiles de la Región Educativa de Pérez Zeledón y su implementación en la práctica pedagógica durante el II ciclo lectivo 2008 y I ciclo lectivo 2009.
Fecha
2009
Autores
Granados Rojas, Guadalupe
Rodriguez Vargas, Karen Manuela
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Editor
Universidad Nacional, Costa Rica
Resumen
Esta investigación tuvo como propósito el dar a conocer los recursos científico-tecnológicos existentes en los jardines infantiles y su implementación en la práctica docente en los Jardines Infantiles de la Región Educativa de Pérez Zeledón. Partiendo de este objetivo general, se desglosan los siguientes objetivos específicos: Analizar la implementación de las actividades científico-tecnológicas en los jardines infantiles. Identificar la implementación de los recursos científico-tecnológicos en los jardines infantiles. Determinar el rol del docente en la implementación de las actividades y utilización de los recursos científico-tecnológicos en los jardines infantiles. Determinar el aporte del director o la directora en la implementación de las actividades y la utilización de los recursos científico-tecnológicos en los jardines infantiles. Esta investigación es de tipo cualitativo, pues se basa en la observación y el análisis de los sujetos, mediante la descripción. En el marco teórico se presentan los temas que fundamentan nuestra investigación, tomando como referencia textos como: La ciencia en la historia; construir y enseñar las ciencias experimentales; enseñanza y aprendizaje de las ciencias; historia de la ciencia y la tecnología, entre otros. Para efectos de dicha investigación se diseñaron varios instrumentos, como la observación dirigida a los niños, niñas y docente, la entrevista dirigida al director y la docente, así como la discusión de grupo focal realizada con los niños y las niñas. La población en estudio consta de 178 niños y niñas, 138 docentes e igual cantidad de directores, se trabajó con una muestra por conveniencia de 50 niños y niñas, 10 docentes y 10 directores.
Las conclusiones muestran que las actividades científico-tecnológicas implementadas en los jardines infantiles son: los experimentos. En cuanto a las actividades tecnológicas se llega a la conclusión de que las más utilizadas por las docentes son actividades en donde se utilice el televisor y el DVD para pasar películas o documentales, y cómputo. Los recursos científicos - tecnológicos implementados en los jardines infantiles son: el televisor, DVD, grabadora, laboratorio de cómputo, CD´S, microondas, además de contar con instrumentos tecnológicos que se encuentran en mal estado pero están al alcance de los niños y las niñas, como computadoras, teléfonos, reloj de pared, entre otros.
The purpose of this research was to make known the scientific-technological resources existing in kindergartens and their implementation in the teaching practice in the kindergartens of the Educational Region of Pérez Zeledón. Starting from this general objective, the following specific objectives are broken down: To analyze the implementation of scientific-technological activities in kindergartens. To identify the implementation of scientific-technological resources in kindergartens. To determine the role of the teacher in the implementation of activities and use of scientific-technological resources in kindergartens. To determine the contribution of the director in the implementation of activities and the use of scientific-technological resources in kindergartens. This research is qualitative, since it is based on the observation and analysis of the subjects, through description. In the theoretical framework we present the themes that underlie our research, taking as reference texts such as: Science in history; building and teaching experimental sciences; teaching and learning science; history of science and technology, among others. For the purposes of this research, several instruments were designed, such as the observation of children and teachers, the interview with the director and the teacher, as well as the focus group discussion with the children. The population under study consisted of 178 children, 138 teachers and an equal number of directors, working with a convenience sample of 50 children, 10 teachers and 10 directors. The conclusions show that the scientific-technological activities implemented in the kindergartens are: experiments. Regarding technological activities, it was concluded that the most used by teachers are activities where the TV and DVD are used to show movies or documentaries, and computers. The scientific-technological resources implemented in the kindergartens are: television, DVD, tape recorder, computer lab, CD's, microwaves, in addition to having technological instruments that are in poor condition but are within the reach of the children, such as computers, telephones, wall clocks, among others.
The purpose of this research was to make known the scientific-technological resources existing in kindergartens and their implementation in the teaching practice in the kindergartens of the Educational Region of Pérez Zeledón. Starting from this general objective, the following specific objectives are broken down: To analyze the implementation of scientific-technological activities in kindergartens. To identify the implementation of scientific-technological resources in kindergartens. To determine the role of the teacher in the implementation of activities and use of scientific-technological resources in kindergartens. To determine the contribution of the director in the implementation of activities and the use of scientific-technological resources in kindergartens. This research is qualitative, since it is based on the observation and analysis of the subjects, through description. In the theoretical framework we present the themes that underlie our research, taking as reference texts such as: Science in history; building and teaching experimental sciences; teaching and learning science; history of science and technology, among others. For the purposes of this research, several instruments were designed, such as the observation of children and teachers, the interview with the director and the teacher, as well as the focus group discussion with the children. The population under study consisted of 178 children, 138 teachers and an equal number of directors, working with a convenience sample of 50 children, 10 teachers and 10 directors. The conclusions show that the scientific-technological activities implemented in the kindergartens are: experiments. Regarding technological activities, it was concluded that the most used by teachers are activities where the TV and DVD are used to show movies or documentaries, and computers. The scientific-technological resources implemented in the kindergartens are: television, DVD, tape recorder, computer lab, CD's, microwaves, in addition to having technological instruments that are in poor condition but are within the reach of the children, such as computers, telephones, wall clocks, among others.
Descripción
Licenciatura en pedagogía con énfasis en educación preescolar
Palabras clave
EDUCACIÓN PREESCOLAR, MÉTODOS DE ENSEÑANZA, EXPERIMENTOS CIENTÍFICOS, TECNOLOGÍA EDUCACIONAL, PRESCHOOL EDUCATION, TEACHING METHODS, SCIENTIFIC EXPERIMENTS, EDUCATIONAL TECHNOLOGY