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Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10495/12480
Título : La secuencia didáctica como estrategia para el desarrollo de habilidades investigativas identificar, indagar y explicar a partir de las relaciones de los seres vivos con el medio
Autor : Arango Velásquez, Aleida
Grajales Mejía, Yasmín Adriana
Palacios Ledesma, Nanci Patricia
Asesor : Ríos Atehortua, Leidy Dahiana
Palabras clave : Enseñanza de las ciencias naturales
Estrategias pedagógicas
Formación de investigadores
Metodología de la enseñanza
Metodología de la investigación
Fecha de publicación : 2018
Editorial : Universidad de Antioquia
Citación : Arango, A. Grajales, Y. Palacios, N. (2018). La secuencia didáctica como estrategia para el desarrollo de habilidades investigativas identificar, indagar y explicar a partir de las relaciones de los seres vivos con el medio. (Tesis de Maestría). Universidad de Antioquia, Medellín.
Abstract : In Natural Science teaching, it is necessary to implement pedagogical strategies that involve exploration processes, in which students’ previous knowledge and mediating or problematizing questions are taken into account. Those strategies should promote research in the classroom, identify phenomenon, make questions about them, and build explanations in different contexts with the knowledge acquired in the Science class. That is the reason why in this research project a learning sequence was applied. This was an instrument that allowed answering the following question: ¿How the implementation of a learning sequence, designed from the relationship between the living beings and the environment, foster the development of the research skills identify, investigate, and explain, with fourth grade students from official institutions from the East of Antioquia? Attending to this proposal, research training implies learning in the field of the Natural Science typical knowledge, integrated to the curriculum, and considers the development of research skills. Therefore, it was done a collective case study marked in the socio-critical paradigm and a qualitative perspective. This allowed to obtain and describe the results based on the established indications for each skill, to the context characteristics on the pedagogical proposal application, the students specificities, and the purposes of each stage of the proposed sequence. Moreover, it can be determined that the students followed a sequential and conscious process of learning. They reflected the rhythm and construction of their own learning, demonstrating self-regulation processes, stablishing relationships with theoretical constructs in which this research was based.
Programa Académico : Maestría en Educación : Modalidad Profundización
URI : http://hdl.handle.net/10495/12480
Aparece en las colecciones: Maestrías en Educación

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ArangoAleida_2018_FormacionInvestigadoresMetodologia.pdfTesis de Maestría8,12 MBAdobe PDFVisualizar/Abrir


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