Secuencia didáctica: una estrategia mediada por las TIC para fortalecer los procesos básicos de pensamiento desde la enseñanza de la clasificación taxonómica de los seres vivos
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2022
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
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Antecedentes: La búsqueda y selección de antecedentes se apoyó en evidencia referente al objeto de estudio, el paradigma, el enfoque y en nuestro caso: el constructivismo y aprendizaje significativo, el fortalecimiento de los procesos básicos de pensamiento, las ciencias naturales y la enseñanza de la clasificación taxonómica de los seres vivos, la aplicación de secuencias didácticas y la importancia de las TIC en la educación. Materiales y Métodos: En cuanto al Paradigma el que mejor se ajustó a este proyecto es el sociocrítico porque a partir de un hecho didáctico y pedagógico en un contexto educativo se busca la transformación del ser. Alvarado & García (2008). Esta investigación se enmarcó dentro del enfoque cualitativo, caracterizándose según Sandoval (2002) por ser multimetódica, interpretativa, que estudia la realidad y los fenómenos en su contexto natural y de acuerdo con las personas implicadas. El diseño se basó en la investigación acción pedagógica, a la luz de Bernardo Restrepo (2005), quien dice que el maestro va elaborando, a partir de la reflexión en la acción cotidiana, su saber pedagógico”, esta se caracteriza por ser flexible y abierta, que se adapta a las circunstancias. Para esta investigación se diseñaron cinco etapas partiendo del diagnóstico y finalizando con la aplicación de las pruebas piloto producto del diseño de la secuencia didáctica apoyadas en las TIC. Los participantes fueron 35 estudiantes de la sede Laura Vicuña, 22 niñas, 13 niños, de estrato uno, cuyas familias se dedican al comercio informal, con muchas dificultades para la conectividad, de ahí que es relevante mencionar que la muestra fue seleccionada por conveniencia dadas las circunstancias de la virtualidad. Resultados: Luego de analizar la información recopilada mediante la aplicación de los instrumentos de recolección de datos, resaltamos como hallazgo más relevante, que los procesos en los cuales los participantes presentaron mayor dificultad fueron comparar y relacionar; también se encontró que los educadores tienen una metodología para enseñar la clasificación taxonómica carente de estrategias que contribuyan a fortalecer los procesos básicos de pensamiento apoyadas en herramientas tecnológicas, desaprovechando las bondades de estas; el Plan Operativo del área se centra en el DBA 5 sin relacionar los presaberes de los grados tercero y cuarto de básica primaria, debilitando la adquisición de nuevos conceptos sobre bases sólidas y la necesidad emergente de vincular las TIC y la gamificación en secuencias didácticas interesantes y retadoras para aprendizajes donde los procesos básicos de pensamiento sean los protagonistas. Conclusiones: Con respecto al nivel de apropiación de los procesos básicos de pensamiento, se resalta la importancia de plantear actividades con estrategias que vinculen estos procesos, en específico relacionar y comparar los cuales representaron mayor habilidad ausente. Se deben integrar de forma intencionada y permanente. En relación entre la práctica pedagógica y la didáctica específica de las ciencias naturales, solo puede fortalecerse con el estudio y actualización constante de los educadores iniciando con procesos de sensibilización y apoyados en herramientas tecnológicas. Adicionalmente se recomendó incluir a los docentes en talleres de actualización en didáctica de las ciencias, implementar la secuencia propuesta y hacer seguimiento a los aprendizajes de los estudiantes para aplicar mejoras tanto en el diseño como en aspectos de evaluación formativa.
Background: The search and selection of background was supported by evidence regarding the object of study, the paradigm, the approach and in our case: constructivism and meaningful learning, the strengthening of basic thinking processes, natural sciences and the teaching of the taxonomic classification of living beings, the application of didactic sequences and the importance of ICT in education. Materials and Methods: As for the Paradigm, the one that best suited this project is the socio-critical one, because from a didactic and pedagogical fact in an educational context, the transformation of the being is sought. Alvarado & García (2008). This research was framed within the qualitative approach, characterized according to Sandoval (2002) for being multimethodical, interpretative, which studies reality and phenomena in their natural context and according to the people involved. The design was based on the pedagogical action research, in the light of Bernardo Restrepo (2005), who says that the teacher elaborates, from the reflection in the daily action, his pedagogical knowledge", this is characterized by being flexible and open, adapting to the circumstances. For this research, five stages were designed, starting with the diagnosis and ending with the application of the pilot tests resulting from the design of the didactic sequence supported by ICT. The participants were 35 students from the Laura Vicuña headquarters, 22 girls, 13 boys, from stratum one, whose families are engaged in informal commerce, with many difficulties for connectivity, hence it is relevant to mention that the sample was selected for convenience given the circumstances of virtuality. Results: After analyzing the information collected through the application of the data collection instruments, we highlight as the most relevant finding, that the processes in which the participants presented greater difficulty were comparing and relating; it was also found that educators have a methodology to teach taxonomic classification lacking strategies that contribute to strengthen basic thinking processes supported by technological tools, wasting the benefits of these; the Operational Plan of the area is focused on DBA 5 without relating the pre-knowledge of the third and fourth grades of elementary school, weakening the acquisition of new concepts on solid bases and the emerging need to link ICT and gamification in interesting and challenging didactic sequences for learning where the basic thinking processes are the protagonists. Conclusions: With respect to the level of appropriation of the basic thinking processes, the importance of raising activities with strategies that link these processes, specifically relating and comparing which represented the greatest absent skill, is highlighted. They should be integrated in an intentional and permanent way. The relationship between pedagogical practice and the specific didactics of natural sciences can only be strengthened with the constant study and updating of educators, starting with sensitization processes and supported by technological tools. In addition, it was recommended to include teachers in workshops for updating in science didactics, to implement the proposed sequence and to follow up on student learning in order to apply improvements both in the design and in formative evaluation aspects.
Background: The search and selection of background was supported by evidence regarding the object of study, the paradigm, the approach and in our case: constructivism and meaningful learning, the strengthening of basic thinking processes, natural sciences and the teaching of the taxonomic classification of living beings, the application of didactic sequences and the importance of ICT in education. Materials and Methods: As for the Paradigm, the one that best suited this project is the socio-critical one, because from a didactic and pedagogical fact in an educational context, the transformation of the being is sought. Alvarado & García (2008). This research was framed within the qualitative approach, characterized according to Sandoval (2002) for being multimethodical, interpretative, which studies reality and phenomena in their natural context and according to the people involved. The design was based on the pedagogical action research, in the light of Bernardo Restrepo (2005), who says that the teacher elaborates, from the reflection in the daily action, his pedagogical knowledge", this is characterized by being flexible and open, adapting to the circumstances. For this research, five stages were designed, starting with the diagnosis and ending with the application of the pilot tests resulting from the design of the didactic sequence supported by ICT. The participants were 35 students from the Laura Vicuña headquarters, 22 girls, 13 boys, from stratum one, whose families are engaged in informal commerce, with many difficulties for connectivity, hence it is relevant to mention that the sample was selected for convenience given the circumstances of virtuality. Results: After analyzing the information collected through the application of the data collection instruments, we highlight as the most relevant finding, that the processes in which the participants presented greater difficulty were comparing and relating; it was also found that educators have a methodology to teach taxonomic classification lacking strategies that contribute to strengthen basic thinking processes supported by technological tools, wasting the benefits of these; the Operational Plan of the area is focused on DBA 5 without relating the pre-knowledge of the third and fourth grades of elementary school, weakening the acquisition of new concepts on solid bases and the emerging need to link ICT and gamification in interesting and challenging didactic sequences for learning where the basic thinking processes are the protagonists. Conclusions: With respect to the level of appropriation of the basic thinking processes, the importance of raising activities with strategies that link these processes, specifically relating and comparing which represented the greatest absent skill, is highlighted. They should be integrated in an intentional and permanent way. The relationship between pedagogical practice and the specific didactics of natural sciences can only be strengthened with the constant study and updating of educators, starting with sensitization processes and supported by technological tools. In addition, it was recommended to include teachers in workshops for updating in science didactics, to implement the proposed sequence and to follow up on student learning in order to apply improvements both in the design and in formative evaluation aspects.
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Palabras clave
Ciencias Naturales, Clasificación Taxonómica, Habilidades de Pensamiento, Secuencia Didáctica, TIC, Natural Sciences, Taxonomic Classification, Thinking Skills, Didactic Sequence, ICT
