Las estrategias didácticas innovadoras de las practicas docentes en el área de Ciencias Naturales en el Grado Quinto de Básica Primaria en la Institución Educativa Departamental Sagrado Corazón de Jesús de Pivijay Magdalena
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Fecha
2018
Autores
González Gutiérrez, Ingris
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Esta investigación tiene como objetivo principal proponer estrategias didácticas orientadas a la innovación de las prácticas docentes en el área de Ciencias Naturales en el grado Quinto de básica primarias en la Institución Educativa Departamental Sagrado Corazón de Jesús del municipio de Pivijay Magdalena. Para conseguir dicho propósito se describen y caracterizan las prácticas de los docentes de ciencias Naturales .Para realizar este estudio, se diseñaron tres momentos, una revisión documental, aplicación de la escala Likert y una observación directa. La finalidad de aplicar estas tres técnicas es para constatar lo establecido en los documentos del ministerio de educación nacional, con la concepción de los docentes acerca de su práctica docente y lo que ellos hacen al desarrollar su práctica. Los hallazgos más relevantes es la forma en que describen los docentes su propia práctica docente, tanto en las concepciones acerca de esta como en los resultados de la escala Likert; pues los maestros coinciden en que su labor de enseñanza aprendizaje es satisfactoria, y que de ello depende que haya una transformación en su práctica, en los conocimientos de los estudiantes, siempre en busca de la calidad educativa.
Así mismo encontró que los docentes reconocen , el papel de la innovación como herramienta para generar procesos de enseñanza-aprendizaje que aporten a la calidad educativa mediante la contextualización de las estrategias didácticas que tienden a relacionarse con ejercicios y demostraciones, preguntas intercaladas, la clase magistral, la exposición oral, las ilustraciones y el aprendizaje basado en problemas, pero se observó que hay falta de varias de estrategias didácticas que le permitan garantizar el aprendizaje de los estudiantes, manifestadas en prácticas docentes que les hace falta innovar; y que mejoren el proceso de enseñanza y aprendizaje, lo que se expresa en falta de planeación de contexto de clase; no se integran acciones dirigidas al clima de aprendizaje. El modelo pedagógico institucional no tiene aplicabilidad en el desarrollo de las actividades académicas, en consecuencia la estructura pedagógica está desarticulada de los requerimientos formativos del área de ciencias naturales y de la parte humana contemplada desde los lineamientos de esta entidad educativa.
This research has as main objective to propose educational strategies for innovation of teaching practices in the area of Natural Sciences in the fifth grade of primary basic in the Educational Institution Departmental Sacred Heart of Jesus in the municipality of Magdalena Pivijay. To achieve this purpose, the practices of natural science teachers are described and characterized. To carry out this study, three moments were designed, a documentary review, application of the Likert scale and direct observation. The purpose of applying these three techniques is to verify what is established in the documents of the Ministry of National Education, with the conception of teachers about their teaching practice and what they do in developing their practice. The most relevant findings are the way in which the teachers describe their own teaching practice, both in the conceptions about it and in the results of the Likert scale; Teachers agree that their teaching-learning work is satisfactory, and that it depends on a transformation in their practice, on the knowledge of the students, always in search of educational quality. It also found that teachers acknowledge the role of innovation as a tool to generate processes of teaching and learning that contribute to the quality of education through the contextualization of the teaching strategies that tend to relate to exercises and demonstrations, interspersed questions, the lecture , oral presentation, illustrations and problem-based learning, but it was observed that there is a lack of various teaching strategies that allow students to learn, manifested in teaching practices that they need to innovate; and that they improve the teaching and learning process, which is expressed in the lack of classroom context planning; there are no integrated actions aimed at the learning climate. The institutional pedagogical model does not have applicability in the development of academic activities; consequently the pedagogic structure is disarticulated from the formative requirements of the area of native sciences and of the human part contemplated from the guidelines of this educational entity.
This research has as main objective to propose educational strategies for innovation of teaching practices in the area of Natural Sciences in the fifth grade of primary basic in the Educational Institution Departmental Sacred Heart of Jesus in the municipality of Magdalena Pivijay. To achieve this purpose, the practices of natural science teachers are described and characterized. To carry out this study, three moments were designed, a documentary review, application of the Likert scale and direct observation. The purpose of applying these three techniques is to verify what is established in the documents of the Ministry of National Education, with the conception of teachers about their teaching practice and what they do in developing their practice. The most relevant findings are the way in which the teachers describe their own teaching practice, both in the conceptions about it and in the results of the Likert scale; Teachers agree that their teaching-learning work is satisfactory, and that it depends on a transformation in their practice, on the knowledge of the students, always in search of educational quality. It also found that teachers acknowledge the role of innovation as a tool to generate processes of teaching and learning that contribute to the quality of education through the contextualization of the teaching strategies that tend to relate to exercises and demonstrations, interspersed questions, the lecture , oral presentation, illustrations and problem-based learning, but it was observed that there is a lack of various teaching strategies that allow students to learn, manifested in teaching practices that they need to innovate; and that they improve the teaching and learning process, which is expressed in the lack of classroom context planning; there are no integrated actions aimed at the learning climate. The institutional pedagogical model does not have applicability in the development of academic activities; consequently the pedagogic structure is disarticulated from the formative requirements of the area of native sciences and of the human part contemplated from the guidelines of this educational entity.
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Palabras clave
Práctica docente, Estrategias didácticas, Innovación, Teaching practice, Teaching strategies, Innovation