La tarea auténtica como medio de evaluación formativa y formadora para una mejor comprensión de la física : una experiencia en termodinámica

Abstract

RESUMEN: Esta investigación se realizó en la Institución Educativa Centro Formativo de Antioquia CEFA de la ciudad de Medellín. En ella, se plantea una alternativa que busca dar solución a un problema encontrado durante la realización de la Práctica Pedagógica I, el cual apunta a la descontextualización que presentan las estudiantes del grado undécimo en torno a la física, más específicamente en la termodinámica. Algunas de las dificultades encontradas que dan sustento al planteamiento del problema son la falta de claridad y aplicación de los conceptos básicos de termodinámica, como lo son calor y temperatura, así como la confusión de los diferentes mecanismos de transferencia de calor. Además, la poca o nula relación que las estudiantes evidencian entre la teoría enseñada y las problemáticas que se encuentran en la vida cotidiana. A partir de esto, se propone el uso de las tareas auténticas como medio evaluativo, que, reuniendo todas sus características, busca darle solución a la problemática planteada. Con el fin de alcanzar tal objetivo, se emplea un marco metodológico cualitativo utilizando la técnica de investigación-acción, debido a que este tipo de enfoque permite conocer de forma particular y profunda las opiniones de cada una de las participantes. De la misma manera, facilita una relación directa entre las investigadoras y la Institución Educativa, así como la interacción con las estudiantes. En correspondencia con lo anterior, se establecen tres fases que rigen el procedimiento mediante el cual se llevó a cabo la propuesta de intervención, la cual consistió en el diseño e implementación de tres tareas auténticas relacionadas con el tema de termodinámica. Finalmente, se analizan los datos obtenidos en los instrumentos de recolección de información, los cuales arrojan resultados favorables respecto al uso de las tareas auténticas dentro de las aulas de clase, donde estas permiten una adecuada evaluación formativa y formadora en las participantes, logrando así, una adecuada comprensión del tema de termodinámica.

ABSTRACT: This research was conducted at the Educational Institution Training Center of Antioquia CEFA of the city of Medellín. In it, an alternative is proposed that seeks to solve a problem encountered during the completion of Pedagogical Practice I, which points to the decontextualization presented by eleventh grade students in physics, more specifically in thermodynamics. Some of the difficulties encountered that support the approach to the problem are the lack of clarity and the application of the basic concepts of thermodynamics, such as heat and temperature, as well as the confusion of the different heat transfer mechanisms. In addition, the little or no relationship that students show between the theory taught and the problems encountered in everyday life. From this, the use of authentic tasks is proposed as an evaluative means, which, meeting all its characteristics, seeks to solve the problem posed. In order to achieve this objective, a qualitative methodological framework is used using the action research technique, because this type of approach allows to know in a particular and deep way the opinions of each of the participants. In the same way, it facilitates a direct relationship between research and the Educational Institution, as well as interaction with students. Corresponding to the above, three phases are established that govern the procedure by which the intervention proposal was carried out, which consists in the design and implementation of three authentic tasks related to the theme of thermodynamics. Finally, analyze the data obtained in the instruments of information collection, the results show favorable regarding the use of authentic tasks within the classrooms, where these allow an adequate formative and formative evaluation in the participants, thus achieving a adequate understanding of the subject of thermodynamics This research was conducted at the Educational Institution Training Center of Antioquia CEFA of the city of Medellín. In it, an alternative is proposed that seeks to solve a problem encountered during the completion of Pedagogical Practice I, which points to the decontextualization presented by eleventh grade students in physics, more specifically in thermodynamics. Some of the difficulties encountered that support the approach to the problem are the lack of clarity and the application of the basic concepts of thermodynamics, such as heat and temperature, as well as the confusion of the different heat transfer mechanisms. In addition, the little or no relationship that students show between the theory taught and the problems encountered in everyday life. From this, the use of authentic tasks is proposed as an evaluative means, which, meeting all its characteristics, seeks to solve the problem posed. In order to achieve this objective, a qualitative methodological framework is used using the action research technique, because this type of approach allows to know in a particular and deep way the opinions of each of the participants. In the same way, it facilitates a direct relationship between research and the Educational Institution, as well as interaction with students. Corresponding to the above, three phases are established that govern the procedure by which the intervention proposal was carried out, which consists in the design and implementation of three authentic tasks related to the theme of thermodynamics.

Finally, analyze the data obtained in the instruments of information collection, the results show favorable regarding the use of authentic tasks within the classrooms, where these allow an adequate formative and formative evaluation in the participants, thus achieving a adequate understanding of the subject of thermodynamics