Desarrollo de las competencias científicas en los estudiantes en la formación en ciencias naturales frente a la relación con los resultados del examen de estado para la evaluación de la educación media, SABER 11°
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Fecha
2021
Autores
Escalante Ortiz, Adriana Milena
Guarín Blanco, Yadira Eugenia
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Ante estos tiempos de incertidumbre y nuevos retos para la educación, es fundamental abordar estudios que analicen la pertinencia y significatividad de los procesos de formación en ciencias y su evaluación en los estudiantes para el desarrollo de capacidades que les permitan responder a las exigencias del mundo actual. Es por ello, que la presente investigación permite comprender el desarrollo de las competencias científicas en los estudiantes en su formación en ciencias naturales frente a la relación con los resultados del examen de estado para la evaluación de la educación media, Saber 11° del año 2019 en el Municipio de Cúcuta; en un proceso de análisis orientado desde referentes teóricos, la naturaleza misma del objeto de estudio, las características del contexto actual y una ruta metodológica coherente dentro de una postura del Paradigma Interpretativo Comprensivo, un Enfoque Cualitativo y un Método Hermenéutico, para caracterizar los Referentes Teóricos Nacionales que orientan los procesos de Formación en Ciencias Naturales a través de la técnica de análisis documental; reconocer el desarrollo de las Competencias Científicas en los estudiantes aplicando entrevistas semiestructuradas a diez (10) informantes claves; y desde este contraste, entre los referentes teóricos, las propuestas educativas nacionales y las competencias científicas de los estudiantes, develar elementos orientadores para fortalecer los procesos de formación en ciencias naturales y su evaluación. Un proceso investigativo que consigue obtener resultados en torno a tres categorías axiales (Visión de ciencia constructivista, Formación en ciencias desde el desarrollo de competencias científicas, y La Evaluación como estrategia de aprendizaje, de formación integral e índice de calidad) y categorías emergentes (Descontextualización de las ciencias naturales, Construyendo ciencia desde los intereses propios de los estudiantes y el contexto actual, Dificultades en el desarrollo de las competencias científicas en los estudiantes y La Prueba de ciencias naturales no evidencia el desarrollo de las competencias científicas); las cuales se analizan y permiten concluir que las Competencias Científicas reconocidas en los estudiantes no guardan estrecha relación con sus resultados de las Pruebas Saber 11°, por lo que se requiere de reflexiones en las propuestas educativas nacionales y los marcos de referencia para la evaluación en ciencias.
In these uncertain times and new challenges for education, it is essential to undertake studies that analyze the relevance and significance of science training processes and their evaluation in students for the development of capacities that allow them to respond to the demands of today's world. It is therefore why this research allows us to understand the development of scientific competences in students in their training in natural sciences in relation to the results of the state exam for the evaluation of secondary education, Saber 11th of the year 2019 in the Municipality of Cúcuta; in a process of analysis oriented from theoretical references, the very nature of the object of study, the characteristics of the current context and a coherent methodological path within a position of the Comprehensive Interpretive Paradigm, a Qualitative Approach and a Hermeneutical Method, to characterize the Theoretical Referents Nationals that guide the Training processes in Natural Sciences through the technique of documentary analysis; recognize the development of Scientific Competences in students by applying semi-structured interviews to ten (10) key informants; and from this contrast, between the theoretical referents, the national educational proposals and the scientific competences of the students, reveal guiding elements to strengthen the training processes in natural sciences and their evaluation. An investigative process that manages to obtain results around three axial categories (Constructivist science vision, Science education from the development of scientific competences, and Evaluation as a learning strategy, comprehensive training and quality index) and emerging categories (Decontextualization of the natural sciences, Building science from the students' own interests and the current context, Difficulties in the development of scientific competences in students and The Natural Sciences Test does not show the development of scientific competences); which are analyzed and allow to conclude that the Scientific Competences recognized in the students are not closely related to their results of the Saber 11 ° Tests, so reflections are required on the national educational proposals and the reference frameworks for the evaluation in sciences
In these uncertain times and new challenges for education, it is essential to undertake studies that analyze the relevance and significance of science training processes and their evaluation in students for the development of capacities that allow them to respond to the demands of today's world. It is therefore why this research allows us to understand the development of scientific competences in students in their training in natural sciences in relation to the results of the state exam for the evaluation of secondary education, Saber 11th of the year 2019 in the Municipality of Cúcuta; in a process of analysis oriented from theoretical references, the very nature of the object of study, the characteristics of the current context and a coherent methodological path within a position of the Comprehensive Interpretive Paradigm, a Qualitative Approach and a Hermeneutical Method, to characterize the Theoretical Referents Nationals that guide the Training processes in Natural Sciences through the technique of documentary analysis; recognize the development of Scientific Competences in students by applying semi-structured interviews to ten (10) key informants; and from this contrast, between the theoretical referents, the national educational proposals and the scientific competences of the students, reveal guiding elements to strengthen the training processes in natural sciences and their evaluation. An investigative process that manages to obtain results around three axial categories (Constructivist science vision, Science education from the development of scientific competences, and Evaluation as a learning strategy, comprehensive training and quality index) and emerging categories (Decontextualization of the natural sciences, Building science from the students' own interests and the current context, Difficulties in the development of scientific competences in students and The Natural Sciences Test does not show the development of scientific competences); which are analyzed and allow to conclude that the Scientific Competences recognized in the students are not closely related to their results of the Saber 11 ° Tests, so reflections are required on the national educational proposals and the reference frameworks for the evaluation in sciences
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Palabras clave
Formación en ciencias naturales, Competencias Científicas, Evaluación en ciencias, Training in natural sciences, Scientific Competences, Evaluation in science
