Perfil de competencias científicas orientadas al desarrollo del pensamiento divergente y mejoramiento de la calidad educativa
Montes de Oca Díaz, Dariluz
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Citar con el siguiente link: http://hdl.handle.net/11323/168
AbstractThe educational system bases its conception on the formation of competitive human beings to correspond the requirements of a globalized world, through not only the production and socialization of scientific-technical knowledge, but also through the development of capabilities of creation, critic, reflection, and analysis. From this referential context, the purpose of this investigation was design a profile with scientific competences oriented to the development of divergent thinking and improving the quality of education. Based on epistemological focus the type logical-rational, and approached, from the mixed paradigm, through both qualitative, and quantitative design. During three phases: Theoretical conceptual, field empirical, propositional. The units of analysis are represented by population A: Third grade elementary school students; who were tested to both a pre-test, and a post-test through the intervention with a pedagogical proposal constituted by eight sequences within Natural Sciences area whose main topic was the water. On the other hand, the unit B of analysis is represented by Third, Fourth and Fifth grade elementary school biology teachers who were tested to an applied sampling survey with sixteen items to approach their pedagogical practice. As a main result, was evidenced a significant advance in the comprehension level by demonstrating favorable aptitudes while developing different activities. Even in other areas because of their active participation, and effectively solving problem skills. From the motivation handling it was favorable to stablish an integrating didactic-pedagogical proposal in Natural Sciences, with a scheme of structured planning by a generative topic from the divergent question, also by phases based on the motivation, the performance of pre-knowledges, the framework, the phase of transference and valuation. To contribute to the quality of education through the consolidation of a profile with scientific competences oriented to the development of divergent thinking.