Aprendizaje basado en problemas para mejorar el pensamiento crítico en primer grado de secundaria
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Date
2023-12
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Publisher
Escuela de educación superior pedagógica pública Monterrico
Abstract
La investigación, de enfoque cualitativo y diseño Investigación-acción, se centra en el desarrollo práctico y tiene como población de estudio a treinta estudiantes de 1ero de secundaria de la Institución Educativa Emblemática "6050 Juana Alarco de Dammert" en el distrito de Miraflores. Estos estudiantes demostraron bajos niveles de autonomía y habilidades necesarias para abordar desafíos del mundo real. El objetivo principal de la investigación es mejorar el pensamiento crítico mediante la aplicación del método de Aprendizaje Basado en Problemas. Se implementó un plan de acción que incorpora el método Aprendizaje Basado en Problemas en las sesiones de aprendizaje, con la docente asumiendo el papel de guía y proporcionando retroalimentación continua. Para el análisis de datos, se emplearon tres instrumentos: un diario de campo para registrar las actividades en clase y el desempeño de las estudiantes, una lista de cotejo para evaluar las evidencias y una guía de observación docente para obtener una perspectiva experta y mejorar la planificación y el desempeño docente. Los resultados obtenidos reflejan, que las estudiantes lograron desarrollar en un 60% la habilidad de interpretación; en la habilidad de análisis se encuentra un 67% en proceso; un 60% logró la habilidad de evaluación y un 57% se encuentran aún en proceso de desarrollo. Como aprendizaje significativo, se destaca la importancia de fomentar la creatividad al plantear problemas o situaciones que motiven a los estudiantes a resolver problemas. Esto implica la utilización de diversas estrategias proporcionadas por el docente a lo largo de todo el proceso educativo.
Abstract: The research, with a qualitative approach and action research design, focuses on practical development and has a population of study of thirty first-year secondary school students from the Emblematic Educational Institution "6050 Juana Alarco de Dammert" in the Miraflores district. These students demonstrated low levels of autonomy and skills necessary to address real-world challenges. The main objective of the research is to improve critical thinking through the application of the Problem-Based Learning method. An action plan was implemented that incorporates the Problem-Based Learning method in the learning sessions, with the teacher taking on the role of guide and providing continuous feedback. For data analysis, three instruments were used: a field diary to record in-class activities and student performance, a checklist to assess evidence, and a teacher observation guide to obtain an expert perspective and improve planning and teacher performance. The results obtained reflect that the students were able to develop the interpretation skill by 60%; the analysis skill is in progress for 67%; 60% achieved the evaluation skill and 57% are still in development. As a significant learning, the importance of fostering creativity when posing problems or situations that motivate students to solve problems is highlighted. This implies the use of various strategies provided by the teacher throughout the educational process.
Abstract: The research, with a qualitative approach and action research design, focuses on practical development and has a population of study of thirty first-year secondary school students from the Emblematic Educational Institution "6050 Juana Alarco de Dammert" in the Miraflores district. These students demonstrated low levels of autonomy and skills necessary to address real-world challenges. The main objective of the research is to improve critical thinking through the application of the Problem-Based Learning method. An action plan was implemented that incorporates the Problem-Based Learning method in the learning sessions, with the teacher taking on the role of guide and providing continuous feedback. For data analysis, three instruments were used: a field diary to record in-class activities and student performance, a checklist to assess evidence, and a teacher observation guide to obtain an expert perspective and improve planning and teacher performance. The results obtained reflect that the students were able to develop the interpretation skill by 60%; the analysis skill is in progress for 67%; 60% achieved the evaluation skill and 57% are still in development. As a significant learning, the importance of fostering creativity when posing problems or situations that motivate students to solve problems is highlighted. This implies the use of various strategies provided by the teacher throughout the educational process.
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Keywords
Aprendizaje basado en problemas, ABP, Pensamiento crítico, Ciencia y Tecnología, Educación secundaria, Investigación cuantitativa