La observación de situaciones cotidianas, estrategia didáctica para desarrollar competencias científicas
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Orozco Polo, Álvaro Antonio | 2017-11-21
The development of scientific competences is one of the great challenges that teachers must
face, so this research intends to associate tasks, observations, understanding everyday events and
the development of scientific competences.
Comparing and analyzing the results obtained; It is found that the strategy favorably
influences the development of scientific competences. Therefore, it is concluded that the main
elements that can mediate this process are oriented towards situations that show students their
own contexts, experiences, cases and anecdotes, generating cognitive conflicts and thus be able
to look for the proposed objectives, assuming sequences to solve problems. These steps or stages
can be achieved under schemes of pedagogical acts that contain a sequence of teaching and
learning (SEA), which according to Caamaño (2011) is the planning of the process to teach and
learn.
The findings are based on the theory of Cognitive Mediation, proposed by Feuerstein, 1988,
1991; giving relevance to previous experiences (the observation of everyday situations) in their
new one, which should be activated when combined with didactic strategies, typical of
constructivist and activist approaches. (Castillo, 2008), De Zubiría (2006). And that for the
development of teaching-learning processes, it is fundamental to incorporate the context in
which the student develops from the field of everyday life, (López de Maturana, 2015)
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