Estrategias didácticas para innovar la práctica docente en el área de ciencias sociales de la Institución Educativa pública Agro-ambiental Luis Carlos Galán Sarmiento del Municipio de Plato Magdalena
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Fecha
2018
Autores
Cañas Marriaga, Jairo Antonio
Sierra Cardenas, Luis Eduardo
Ospino Amados, Fabio Arturo
Título de la revista
ISSN de la revista
Título del volumen
Editor
Ediciones Univerisidad Simón Bolívar
Maestría en Educación
Facultad de Ciencias Jurídicas y Sociales
Maestría en Educación
Facultad de Ciencias Jurídicas y Sociales
Resumen
Mediante la metodología mixta se describen las prácticas docentes y estrategias didácticas de aula. Se realizó el estudio de caso mediante el paradigma histórico hermenéutico con especificidad en la aplicación de técnicas análisis cualitativo documental, cuestionario, entrevista, observación estructurada e instrumentos como: matriz de análisis, escala Likert, lista de chequeo, rejilla de observación para caracterizar las prácticas docentes y estrategias didácticas de aula, con el fin de proponer estrategias didácticas para innovar la práctica docente de aula en el área de Ciencias Sociales de la Institución Educativa Agro-ambiental Luis Carlos Galán Sarmiento del Municipio de Plato Magdalena. Con fundamento en el modelo teórico-epistémico, educomunicacional dialógico. Se descubrió que el estado de la práctica docente para la enseñanza de las ciencias sociales y las áreas de conocimiento es un fenómeno isomorfico; se revela que la planeación de clase es muy poco coordinada y la didáctica junto a las estrategias son generacionalmente poco significativas. Se crearon 10 estrategias didácticas innovadoras para cualificar la práctica docente en el área de las sociales. La propuesta educativa generada constituye una metodología desarrollada para los niveles educativos, contribuye a la construcción del conocimiento dialógico. Se recomienda resignificar la práctica docente desde el principio educomunicacional innovador.
Through the mixed study are described teaching practices and didactics strategies’ classroom. It was done the case study through the historic and hermeneutic paradigm with specificity in the tecnics application of qualitative documental analysis, questionnaire, interview, structured observation and instruments like: analysis matrix, scale Likert, check list, observation grid for characterizing teaching practices and dictactics strategies’ classroom with the 3 purpose of propose didactics strategies to innovate teaching practice of the classroom in the social science area of the agro-environmental institution Luis Carlos Galan Sarmiento Plato Magdalena. With basis in the teoric-epistemic model, dialogic educomunicational. It was discovered that the state of the teaching practice for the social science teaching and the knowledge areas is an isomorphic phenomenon; it is revealed that lesson planning is very little coordinated and the didactics with the strategies are generationally little meaningful. there were created ten didactics innovatives strategies to qualify teaching practice in social science area. The educational proposal constitutes a development methodology for the educational levels, contribute to the construction of the dialogic thought, it is recommended to resignify teaching practices from the educomunicational innovative principle.
Through the mixed study are described teaching practices and didactics strategies’ classroom. It was done the case study through the historic and hermeneutic paradigm with specificity in the tecnics application of qualitative documental analysis, questionnaire, interview, structured observation and instruments like: analysis matrix, scale Likert, check list, observation grid for characterizing teaching practices and dictactics strategies’ classroom with the 3 purpose of propose didactics strategies to innovate teaching practice of the classroom in the social science area of the agro-environmental institution Luis Carlos Galan Sarmiento Plato Magdalena. With basis in the teoric-epistemic model, dialogic educomunicational. It was discovered that the state of the teaching practice for the social science teaching and the knowledge areas is an isomorphic phenomenon; it is revealed that lesson planning is very little coordinated and the didactics with the strategies are generationally little meaningful. there were created ten didactics innovatives strategies to qualify teaching practice in social science area. The educational proposal constitutes a development methodology for the educational levels, contribute to the construction of the dialogic thought, it is recommended to resignify teaching practices from the educomunicational innovative principle.
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Palabras clave
Estrategias didácticas, Práctica docente, Innovación, Ciencias sociales, Institución Educativa Luis Carlos Galán Sarmiento., Didactics strategies, Teaching practices, Innovation, Social science, Luis Carlos Galán Sarmiento Educational institution