El modelo Bandler-Grinder de aprendizaje y la enseñanza de genética mendeliana en estudiantes costarricenses de décimo año
Fecha
2012-12
Autores
Chavarría, Stephanie
Bermúdez, Tania
Villalobos Sandí, Narcy
Morera, Bernal
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Editor
Universidad Estatal a Distancia (Costa Rica)
Resumen
En Costa Rica existen muy pocas investigaciones en el área de la enseñanza de la genética en secundaria, a pesar de la importancia que tiene esta disciplina actualmente, siendo base fundamental para otras áreas de las ciencias como las de la salud, las agrarias o ambientales. El propósito de este trabajo es analizar las técnicas utilizadas por dos profesoras para desarrollar los temas de genética mendeliana e identificar los diferentes estilos de aprendizaje que poseen los estudiantes de décimo año de dos colegios diurnos de Costa Rica. La investigación se desarrolló en un enfoque mixto, utilizando tres tipos de instrumentos. Entre los resultados más destacables se observó poco conocimiento del tema de estilos de aprendizaje por parte de las docentes; las clases que se desarrollan son del tipo magistral, además, los temas con mayor y menor dificultad en los tópicos de genética mendeliana no concuerdan entre profesoras y estudiantes. Existe diversidad de estilos de aprendizaje en los estudiantes, siendo el auditivo el de mayor predominancia a nivel general. Así mismo, se identificaron estudiantes que pueden desarrollar una alta o baja predominancia simultáneamente en los tres estilos de aprendizaje (visual, auditivo, kinestésico), indicando que por lo general las personas durante su proceso de aprendizaje presentan varios estilos, cuya predominancia es posiblemente multifactorial.
Education in genetics is basic for learning in other areas such as health, agriculture and environmental sciences. In Costa Rica, little is known about genetics education in high school, despite the importance of this discipline to society. Here we analyze the techniques used in two Costa Rican institutions to teach Mendelian genetics, and identify the learning styles based on the NLP Bandler & Grinder Learning Model. The research was conducted under a mixed approach in ten-grade students from two daytime high schools. We used three kinds of instruments: semi-structured interview, observation by recording critical incidents in class and a learning styles test. We found that the teachers had little knowledge of learning styles, and that lessons are developed mainly as master classes. Teachers and students do not agree on the degree of difficulty of several subtopics of Mendelian genetics. Even though the auditory style was predominat, we found that the prevalence is probably multifactorial.
Education in genetics is basic for learning in other areas such as health, agriculture and environmental sciences. In Costa Rica, little is known about genetics education in high school, despite the importance of this discipline to society. Here we analyze the techniques used in two Costa Rican institutions to teach Mendelian genetics, and identify the learning styles based on the NLP Bandler & Grinder Learning Model. The research was conducted under a mixed approach in ten-grade students from two daytime high schools. We used three kinds of instruments: semi-structured interview, observation by recording critical incidents in class and a learning styles test. We found that the teachers had little knowledge of learning styles, and that lessons are developed mainly as master classes. Teachers and students do not agree on the degree of difficulty of several subtopics of Mendelian genetics. Even though the auditory style was predominat, we found that the prevalence is probably multifactorial.
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Palabras clave
ESTILOS DE APRENDIZAJE, GENÉTICA CLÁSICA, HERENCIA MENDELIANA, COSTA RICAN HIGH SCHOOL, NEURO-LINGUISTIC PROGRAMMING