Programa ciencia activa para desarrollar la formulación de preguntas en primero de secundaria
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Date
2023-12
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Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
Formular preguntas es la habilidad considerada como punto de partida para que los estudiantes comprendan el mundo natural y piedra angular de la competencia Indaga mediante métodos científicos del área de Ciencia y Tecnología. Sin embargo, los estudiantes de nuestro país no alcanzan los resultados esperados en dicha competencia.
Así lo reflejan los resultados de las pruebas PISA realizadas por la OCDE (2018), MINEDU (2019) y nuestra propia práctica docente. Ante esta realidad se propuso el proyecto de innovación educativa: “Programa Ciencia Activa”, el cual tuvo por objetivo principal desarrollar la habilidad científica de formular preguntas mediante estrategias de indagación, modelización y contextualización. La propuesta consistió en incluir actividades lúdicas para recuperar saberes previos, así como la aplicación de situaciones significativas, modelos visuales y experimentales vinculados al contexto de los estudiantes. El programa, no solo fortaleció la habilidad para formular preguntas, sino también, fomentó el interés por la ciencia. La propuesta fue validada con una muestra piloto, la cual fue constituida por estudiantes del 1ero de secundaria de una institución educativa. Al concluir el proyecto innovador, las estudiantes demostraron un desarrollo en la habilidad para formular preguntas investigables, es decir identificaron variables causales, reconocieron cómo controlar variables intervinientes y fueron capaces de explicar científicamente situaciones del mundo que las rodea, logrando así incrementar sus logros de aprendizaje en el área de Ciencia y Tecnología.
Formulating questions is considered the starting point skill for students to understand the natural world and is the cornerstone of the Inquiry competence through scientific methods in the field of Science and Technology. However, students in our country are not achieving the expected results in this competency. This is reflected in the results of the PISA tests conducted by the OECD (2018), MINEDU (2019), and our own teaching practice. Faced with this reality, the educational innovation project "Active Science Program" was proposed, with the main objective of developing the scientific ability to formulate questions through inquiry, modeling, and contextualization strategies. The proposal involves incorporating playful activities to recover previous knowledge, as well as the application of meaningful situations, visual and experimental models linked to the students' context. The program not only strengthens the ability to formulate questions but also fosters interest in science. The proposal was validated with a pilot sample consisting of first-year high school students from an educational institution. At the conclusion of the innovative project, the students demonstrate development in the ability to formulate investigable questions, meaning they identify causal variables, recognize how to control intervening variables, and can scientifically explain situations in the world around them. This results in an increase in their learning achievements in the field of Science and Technology.
Formulating questions is considered the starting point skill for students to understand the natural world and is the cornerstone of the Inquiry competence through scientific methods in the field of Science and Technology. However, students in our country are not achieving the expected results in this competency. This is reflected in the results of the PISA tests conducted by the OECD (2018), MINEDU (2019), and our own teaching practice. Faced with this reality, the educational innovation project "Active Science Program" was proposed, with the main objective of developing the scientific ability to formulate questions through inquiry, modeling, and contextualization strategies. The proposal involves incorporating playful activities to recover previous knowledge, as well as the application of meaningful situations, visual and experimental models linked to the students' context. The program not only strengthens the ability to formulate questions but also fosters interest in science. The proposal was validated with a pilot sample consisting of first-year high school students from an educational institution. At the conclusion of the innovative project, the students demonstrate development in the ability to formulate investigable questions, meaning they identify causal variables, recognize how to control intervening variables, and can scientifically explain situations in the world around them. This results in an increase in their learning achievements in the field of Science and Technology.
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Keywords
Innovación educativa, Formulación de preguntas, Ciencia y Tecnología, Educación secundaria