La enseñanza de los conocimientos procedimentales en las carreras agro-ambientales

• Solari, Fabio Adrián ^[1]
  1. [1] Universidad de Buenos Aires

     Universidad de Buenos Aires

     Argentina

     
• Localización: Debate Universitario CAEE-UAI, ISSN 2314-2138, ISSN-e 2314-1530, Vol. 8, Nº. 16, 2020 (Ejemplar dedicado a: Debate Universitario - Mayo 2020), págs. 53-65
• Idioma: español
• Títulos paralelos:
  • Teaching procedural knowledge in agro-environmental university studies
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• Resumen
  • español

    Las carreras agro-ambientales están integradas mayoritariamente por disciplinas con preponderancia de conocimientos procedimentales. Éstos son el conjunto de acciones ordenadas dirigidas a la consecución de un fin, comprende el uso de reglas, técnicas, métodos, destrezas y estrategias.

    Sin embargo, la enseñanza agronómica universitaria tradicional ha tenido un modelo didáctico de tipo “clase magistral” para el dictado de conocimientos cognoscitivos o discursivos y desgraciadamente aplicada a la enseñanza de conocimientos procedimentales e incluso actitudinales. En este trabajo, se expone sobre la necesidad de definir, reconocer e incorporar fuertemente la enseñanza y evaluación de conocimientos procedimentales en forma transversal a todas las asignaturas de las carreras universitarias agronómicas y ambientales.

  • English

    Agronomic and environmental studies have many disciplines in their syllabus with a high percentage of procedural knowledge. This knowledge consists of a specific and organized set of actions that leads to achieving an aim, which includes the use of rules, techniques, methods, skills, and strategies. However, traditional universities of agronomic studies have based their classes on “master classes” to teach cognitive or discursive content, but also to teach procedures and attitude. Through this work, it will be showed and explained how important it is to define, recognize, and strongly incorporate procedural knowledge cross-sectionally during the teaching and evaluation processes in all the subject-matters of these high studies.

    Agro-environmental university studies are mainly composed of disciplines with a preponderance of procedural knowledge. These are the set of ordered actions aimed at achieving an end, including the use of rules, techniques, methods, skills and strategies. However, traditional university agronomic education has had a “master class” teaching model for the dictation of cognitive or discursive knowledge and unfortunately applied to the teaching of procedural and even attitudinal knowledge.

    It exposes the need to define, recognize and strongly incorporate the teaching and evaluation of procedural knowledge in a transversal way to all the subjects of the agronomic and environmental university studies.