Las competencias científicas y los modelos de enseñanza del docente de biología, física y química y el desarrollo de competencias científicas para la vida en los estudiantes de dos grupos de undécimo de un colegio diurno del circuito 02 de Heredia
Archivos
Fecha
2013
Autores
Alvarado Arguedas, Andrea
Salas Sánchez, Ricardo
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Editor
Universidad Nacional (Costa Rica)
Resumen
La presente investigación tuvo como propósito principal estudiar el desarrollo de las competencias científicas y los modelos de enseñanza de un docente de Física: Química y Biología y la relación de estos en el desarrollo de competencias científicas en sus estudiantes. La investigación responde a un estudio de comunidad. La literatura consultada establece la importancia de desarrollar competencias científicas básicas para la vida en los estudiantes, ya que les ayuda a enfrentar la vida desde la reflexión, la justicia social, y la criticidad, además desenvolverse en un mundo cada vez más científico y tecnológico. Para la recolección de datos e información se utilizaron tres técnicas de investigación: análisis de contenido de los programas de estudio, la observación a las lecciones y las encuestas de docentes y estudiantes, acompañados por tres instrumentos de investigación: escala de calificación gráfica, registro anecdótico y cuestionario. La población en estudio estuvo conformada por un docente de Física, Química y Biología, así como 41 estudiantes para el área de Física y 51 estudiantes en el área de Biología y Química. Los principales resultados evidencian que en los programas de estudio del MEP existe toda una intencionalidad por desarrollar competencias científicas a lo largo de los procesos de formación de la educación secundaria, también que los docentes en estudio se caracterizan mayormente por utilizar en el desarrollo de sus clases el modelo tradicional, el cual promueve un aprendizaje más de corte conceptual que procedimental. Con respecto a las competencias científicas evaluadas se obtuvo que el docente de Física presenta un buen desarrollo de la competencia, mientras que el de Química y la de Biología muestran un desarrollo regular; por otra parte los estudiantes en la CC del área de Física manifiestan un desarrollo regular, en la CCI del área de Química un buen desarrollo y en CCII de esta misma área un desarrollo deficiente, por último en el área de Biología los estudiantes muestran un desarrollo deficiente para la CCI un desarrollo regular en la CCII y un desarrollo deficiente en la CCIII. Por lo tanto, se concluye que el docente de Física al incorporar y desarrollar en sus clases en mayor frecuencia las diferentes dimensiones de la competencia, así como utilizar a veces otros modelos diferentes al tradicional permite que si se favorezca el desarrollo de la CC en los estudiantes; situación que no se presenta en la mediación pedagógica de las clases de Química y Biología. Debido a esta situación algunas de las recomendaciones propuestas son velar por la implementación adecuada del currículo educativo, en especial en la mediación pedagógica, brindar capacitaciones a los educadores y reconocer no sólo el nivel cognitivo de los alumnos, sino también las habilidades, destrezas, intereses y necesidades. con el fin de favorecer el aprendizaje de las ciencias y el desarrollo de un ambiente áulico para el mismo.
The main purpose of this research was to study the development of scientific competencies and the teaching models of a Physics: Chemistry and Biology teacher and the relationship of these in the development of scientific competencies in their students. The research responds to a community study. The literature consulted establishes the importance of developing basic scientific skills for life in students, since it helps them face life from reflection, social justice, and criticality, as well as developing in an increasingly scientific and technological world. For the collection of data and information, three research techniques were used: content analysis of study programs, observation of lessons, and surveys of teachers and students, accompanied by three research instruments: graphic rating scale, anecdotal record. and questionnaire. The study population consisted of a Physics, Chemistry and Biology teacher, as well as 41 students for the Physics area and 51 students in the Biology and Chemistry area. The main results show that in the study programs of the MEP there is a whole intention to develop scientific competences throughout the training processes of secondary education, also that the teachers under study are characterized mainly by using in the development of their classes the traditional model, which promotes learning that is more conceptual than procedural. Regarding the scientific competencies evaluated, it was obtained that the Physics teacher presents a good development of the competence, while the Chemistry and Biology teachers show a regular development; On the other hand, the students in the CC of the Physics area show a regular development, in the CCI of the Chemistry area a good development and in the CCII of this same area a deficient development, finally in the Biology area the students show a development deficient for the CCI a regular development in the CCII and a deficient development in the CCIII. Therefore, it is concluded that the Physics teacher, by incorporating and developing the different dimensions of the competence more frequently in their classes, as well as sometimes using other models different from the traditional one, allows the development of CC in the students to be favored. students; situation that does not occur in the pedagogical mediation of Chemistry and Biology classes. Due to this situation, some of the proposed recommendations are to ensure the adequate implementation of the educational curriculum, especially in pedagogical mediation, provide training to educators and recognize not only the cognitive level of the students, but also the abilities, skills, interests and needs. in order to favor the learning of sciences and the development of a classroom environment for it.
The main purpose of this research was to study the development of scientific competencies and the teaching models of a Physics: Chemistry and Biology teacher and the relationship of these in the development of scientific competencies in their students. The research responds to a community study. The literature consulted establishes the importance of developing basic scientific skills for life in students, since it helps them face life from reflection, social justice, and criticality, as well as developing in an increasingly scientific and technological world. For the collection of data and information, three research techniques were used: content analysis of study programs, observation of lessons, and surveys of teachers and students, accompanied by three research instruments: graphic rating scale, anecdotal record. and questionnaire. The study population consisted of a Physics, Chemistry and Biology teacher, as well as 41 students for the Physics area and 51 students in the Biology and Chemistry area. The main results show that in the study programs of the MEP there is a whole intention to develop scientific competences throughout the training processes of secondary education, also that the teachers under study are characterized mainly by using in the development of their classes the traditional model, which promotes learning that is more conceptual than procedural. Regarding the scientific competencies evaluated, it was obtained that the Physics teacher presents a good development of the competence, while the Chemistry and Biology teachers show a regular development; On the other hand, the students in the CC of the Physics area show a regular development, in the CCI of the Chemistry area a good development and in the CCII of this same area a deficient development, finally in the Biology area the students show a development deficient for the CCI a regular development in the CCII and a deficient development in the CCIII. Therefore, it is concluded that the Physics teacher, by incorporating and developing the different dimensions of the competence more frequently in their classes, as well as sometimes using other models different from the traditional one, allows the development of CC in the students to be favored. students; situation that does not occur in the pedagogical mediation of Chemistry and Biology classes. Due to this situation, some of the proposed recommendations are to ensure the adequate implementation of the educational curriculum, especially in pedagogical mediation, provide training to educators and recognize not only the cognitive level of the students, but also the abilities, skills, interests and needs. in order to favor the learning of sciences and the development of a classroom environment for it.
Descripción
Alvarado Arguedas, A. y Salas Sánchez, Ricardo. (2013). Las competencias científicas y los modelos de enseñanza del docente de biología, física y química y el desarrollo de competencias científicas para la vida en los estudiantes de dos grupos de undécimo de un colegio diurno del circuito 02 de Heredia. [Tesis de Licenciatura]. Universidad Nacional, Heredia, C.R.
Palabras clave
ENSEÑANZA CIENTIFICA, SCIENTIFIC TEACHING, COMPETENCIA (APTITUD), COMPETENCE (APTITUDE), METODOS DE ENSEÑANZA