Resumen de Prácticas Educativas en Educación rural: Enseñanza de las Ciencias Naturales

María Laura Lederhos, Silvia Veglia, Adrian Galfrascol

• español

  Se expone y analiza el proceso de diseño e implementación de secuencias de actividades propuestas desde los enfoques de indagación y modelización para generar aprendizajes en Ciencias Naturales, en la escolaridad primaria en plurigrado rural. Se trata de los resultados parciales de un trabajo de investigación interinstitucional desarrollado en Argentina (Provincia de Santa Fe), por dos Institutos de Educación Superior, que tomó como objeto de estudio las prácticas de enseñanza de las Ciencias Naturales en dos escuelas rurales de Educación Primaria con grados agrupados. Se muestran criterios de diseño y análisis de secuencias para este contexto y se concluye que el enfoque de indagación-modelización promueve el desarrollo de habilidades de indagación y la construcción de modelos explicativos por parte de los estudiantes, en un escenario que enriquece este tipo de propuestas, el plurigrado

• English

  The process of designing sequences of activities to generate learning in the context of rural plurigrado is exposed and analyzed. This is the partial results of an interinstitutional research project developed in Argentina (Province of Santa Fe), by two Institutes of Higher Education, which took as object of study the teaching practices of the Natural Sciences in two rural schools of Primary Education with grouped degrees. Design criterions and sequences analysis are shown for this context and it is concluded that the investigation/inquiry-modelling/representation approach promotes the development of inquiry/investigation abilities and the construction of explanatory models by students, in a scene that enriches/improves this kind of proposals, the multigrade

• français

  The process of designing sequences of activities to generate learning in the context of rural plurigrado is exposed and analyzed. This is the partial results of an interinstitutional research project developed in Argentina (Province of Santa Fe), by two Institutes of Higher Education, which took as object of study the teaching practices of the Natural Sciences in two rural schools of Primary Education with grouped degrees. Design criterions and sequencesanalysis are shown for this context and it is concluded that the investigation/inquiry-modelling/representation approach promotes the development of inquiry/investigation abilities and the construction of explanatory models by students, in a scene that enriches/improves this kind of proposals, the multigrade.