Resumen de Aprendizaje de la explicación causal y multicausal en estudiantes de educación primaria
- español
La presente investigación tuvo como objetivo central comprender cómo construyen explicaciones causales y multicausales los estudiantes de grado quinto de la básica primaria, a partir del diseño y aplicación de una intervención didáctica en la clase de ciencias sociales.
A partir de diferentes fundamentos teóricos multidisciplinares, la tesis defiende la posibilidad de explicar un hecho social como proceso para la comprensión de la realidad y desarrollo del pensamiento social. A nivel metodológico, se presenta una investigación cualitativa que propende por la comprensión del objeto de estudio en un contexto determinado. El método empleado durante la investigación fue la investigación acción (I.A), el cual se encuentra vinculado desde la reflexión sobre la práctica. Las técnicas e instrumentos estuvieron asociados a la unidad didáctica desde su triple propósito: la mediación para el aprendizaje, la recolección de datos, y la valoración del aprendizaje. La información fue analizada e interpretada a partir del análisis de contenido y dentro de este la imagen como complemento explicativo, teniendo como fundamento la multiplicidad de representaciones y estructuras explicativas que registraron los estudiantes.
Se pretendió con el proceso investigativo aportar al aprendizaje de la explicación multicausal como habilidad de pensamiento y posibilidad para el desarrollo del pensamiento social, evidenciar un posible modelo de explicación multicausal para el grado quinto de la básica primaria y aportar a la teorización en el campo de la didáctica desde los múltiples propósitos que posee la intervención didáctica en el aula de clase.
- English
The doctoral thesis Causal and multicausal explanation learning in primary school students, aimed to understand how primary elementary fifth-grade students construct causal or multicausal explanations, from the implementation of a didactic unit on a relevant social fact in the social science subject. To accomplish this, a teaching unit was designed with four phases: exploration, introduction, structuring and application, based on the approaches of Granados and Pagès (2011).
At the methodological level, a comprehensive qualitative research was carried out. The method used was Action Research (AR) with four moments: planning, action, observation and reflection, which constituted the framework of research action. The unit of analysis and work was composed of a group of students of fifth grade of primary education, with ages ranging from 9 to 12 years old, from the Educational Institution Fe y Alegría La Paz of the city of Manizales (Colombia).
A qualitative and inferential content analysis was chosen (Krippendorff, 2013; Andréu-Abela, 2015).
For each type of representation developed by the students, analysis mechanisms were designed, which allowed interpretation, understanding and giving meaning to both the definitions as well as the causal and multicausual explanations of the social phenomenon of migration. Also, the presence of the social dimensions of social knowledge was examined, even denoting the existence of the environment.
The findings showed that both causality and multicausality, are learned in primary education, provided students have the information to explain beyond the “why”. In addition, levels of causal gradation ranging from simple, moderate and complex were identified. Another relevant outcome was the intentional use of different explanatory structures (linear causality, reasoning, chain and causal hierarchy) to describe a social fact. In addition, various forms of representation were recognised, standing out the written text, schemes and iconography, as explanatory supplements. A significant finding was related to the presence of distinctive characteristics that allowed the conceptual positioning of students' definitions. Both explicit and implicit explanations are considered important in causality and multicausality. Finally, the “future” category was saturated in students’ explanations, setting up as an important line of research to explore.
Finally, the multicausal explanation model for primary education proved to be relevant, as the relationship between the explanatory structure and the dimensions present in explanations was evident. The recognition of the conceptual core of the phenomenon showed progress throughout the different phases of the didactic intervention, favouring and influencing the teaching and learning process of causality. This was reflected in the sophistication of the explanations during the social science classes. In conclusion, it was determined that structured and innovative analytical designs in the didactics of social sciences, are feasible for the development of systematic, rigorous and original research in this field.
