Incidencia de la unidad didáctica en el desarrollo de las competencias científicas en estudiantes del grado quinto de la institución educativa exalumnas de la presentación Ibagué, Colombia -– 2019

• Autores: Adrián Morales Torres
• Directores de la Tesis: José Ovidio Flores Gutiérrez (dir. tes.)
• Lectura: En la Universidad Privada Norbert Wiener ( Perú ) en 2021
• Idioma: español
• Número de páginas: 156
• Títulos paralelos:
  • Incidence of the didactic unit in the development of scientific competences in fifth grade students of the educational institution alumni of the presentation Ibagué, Colombia -– 2019
• Enlaces
  • Tesis en acceso abierto en: hdl.handle.net
• Resumen
  • español

    La presente investigación se enfocó en analizar el desarrollo competencias de pensamiento científico en la enseñanza de las ciencias naturales, a partir de la construcción y aplicación de una unidad didáctica sobre propiedades de la materia y cambio químico basada en naturaleza de ciencia NdC en estudiantes de grado quinto de la Institución Educativa Exalumnas de la Presentación. La problemática de la investigación muestra que en el proceso de enseñanza de las ciencias es muy pobre el abordaje que se hace de la historia, la sociología y la filosofía de la ciencia lo cual aleja al estudiante de la construcción del conocimiento acorde a las realidades actuales y por tanto que las ciencias naturales adquieran una verdadera significación, , en este contexto se hace necesario involucrar en la enseñanza de las ciencias las Competencias de pensamiento científico CPC que permitan que el estudiante comprenda, analice e interprete la ciencia mediante la solución de problemas que le permitan ensayar y proponer estrategias de solución y estimulando la creatividad.

    La metodología fue de corte mixto y se utilizó la investigación acción como herramienta de abordaje para la población.

    Los resultados mostraron que las concepciones de NdC que tienen las estudiantes de grado quinto de la Institución Educativa Exalumnas de la Presentación ha ido avanzando aunque todavía se debe trabajar en desmitificar la figura del científico como verdad absoluta, por otra parte los resultados muestran la necesidad que los docentes innoven sus prácticas y fortalezcan procesos cognitivos superiores donde se desarrollen habilidades, capacidades, competencias de pensamiento científico como la observación, exploración, explicación y la argumentación, la experimentación..

  • English

    This research is focused on analyzing the development of scientific thinking competencies in the teaching of natural sciences, based on the construction and application of a didactic unit on properties of matter and chemical change based on the nature of science NS, in students of fifth grade, of the Exalumnas of the Presentation school , the central question was defined as follows:

    How does the didactic unit influence the development of scientific competences in the students of the fifth grade of the Exalumnas of the Presentation School in Ibagué, Colombia -2019 ?.

    The problematic of the investigation shows that in the process of teaching the sciences the approach that is made of history, sociology and the philosophy of science is very poor, which moves the student away from the construction of knowledge according to current realities, therefore, the natural sciences acquire a true significance, it is necessary to involve in the teaching of science the scientific thinking competences STC in this context, that give the student the tools to understand, analyze and interpret science by solving problems that allow testing and proposing solution strategies and stimulating creativity.

    In the theoretical framework, the record of the research is presented where various authors address the problem and which are evidenced in the development of the theoretical and methodological framework, also present the legal norms from which the teaching of Natural Sciences is governed as clear and public criteria that allow knowing what children and young people should learn, which are focused on the development of scientific skills and attitudes by students;

    after that, there are conceptual and procedural bases on science teaching, highlighting aspects such as the Nature of Science NS (history, epistemology, and sociology), science teaching, development of scientific thinking and teaching units in natural sciences. The methodology used for the research was descriptive and interpretive with a mixed approach and action research was used as a boarding tool for the population that was made up of fifth-grade students of Exalumnas de la Presentación school during the year 2019 through the construction and development of a didactic unit.

    The results showed that the conceptions of NS that have the fifth grade students of the Exalumnas de la Presentacion School has been advancing, although it is work must still be done to demystify the figure of the scientist as absolute truth, on the other hand the results show the need that Teachers has to innovate their practices and strengthen higher cognitive processes where they develop skills, abilities, competencies of scientific thinking such as observation, exploration, explanation, and argumentation,. One of the difficulties that were evident in the results is the lack of reading comprehension to analyze and solve the problems presented.

    Based on the data and evidence collected, it can be concluded that science teachers should be the first to be motivated to have a scientific literacy that allows them to change their teaching strategies, innovate in the classroom with new resources including new technologies and include in the development of its history and sociology classes, in that way the student can internalize and relate science as a historical and social activity. The competencies such as observing, collecting and organizing the information were evidenced in this study as one of the most significant moments, such as teamwork and the participation of students in the construction of knowledge because they found out significant experiences that motivated students to manipulate objects from their near context and realized what they do.