Desarrollo del pensamiento crítico en la asignatura de química
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2019
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Universidad de Guayaquil. Facultad de Filosofía, Letras y Ciencias de la Educación
Resumen
El presente proyecto educativo tuvo como propósito proponer una guía de estrategias metodológicas basadas en el construccionismo que permitan desarrollar del pensamiento crítico mediante el aprendizaje de la Química en los estudiantes de primer año de bachillerato del Colegio Fiscal República de Francia. Se pretende mejorar el nivel de aprendizaje de la química y para ello se propone estrategias metodológicas, donde se interrelacionen la trilogía saber crítico, accionar docente, aprendizaje de alumno. Además, se busca la comprensión del mundo partiendo de lo cotidiano, lograr otra mirada sobre el entorno y que se pueda profundizar en el territorio químico, descubriendo, aprendiendo, viviendo. Dicho proyecto está enmarcado en la modalidad de investigación del paradigma positivista apoyado en un diseño de campo de tipo descriptivo. Para ello se toma como población cuarenta y siente (47) estudiantes del primer año de bachillerato, cinco (5) docentes de la asignatura de química y un (1) rector de la institución. Para la recolección de la información se utiliza como instrumentos el cuestionario aplicado a docentes y estudiantes, la encuesta al rector. Con relación al análisis de los resultados permitieron evidenciar que las habilidades cognitivas relacionadas con el pensamiento crítico, requieren ser reforzadas y estimuladas a través de estrategias de enseñanza y aprendizaje. Se concluye indicando que la práctica docente llevada a cabo cumple un rol importante en la formación actual de estudiante, en este sentido como un aporte para el fortalecimiento de su práctica diaria se presenta la guía de estrategias producto de este proyecto educativo, en la cual se recomienda a los docentes tener presente la renovación de las estrategias metodológicas podrá lograr el desarrollo de competencias y habilidades bajo criterios de desempeño en sus estudiantes.
The purpose in this educational project was to suggest a guide on methodological strategies based on the constructionism that would allow the development of critical thinking on 1st year of baccalaureate students at the public high school " Republic of France". It aims to improve the learning level of the subject using methodological strategies, which are interrelated with the trilogy of critical knowledge, teacher actions and students learning. Moreover, it looks for the comprehension of the world by starting on everyday things and chive a complex point of view on the environment for getting closer in to a chemistry world through discovering, learning and living. This project is frame on a research field design of the positivist paradigm supported by a research field design of a descriptive type. For this, a small group of population is taken: forty-seven (47) students of the 1st year of baccalaureate, five (5) chemistry teachers and the principal of the institution. On the information gathering, its use a question form to the teachers and students and an interview with the principal as an instrument. In relation with the result analysis, it's allowing to show that the cognitive abilities related with the critical thinking requires to be in constant practice, reinforce and boost by strategies of teaching and learning. As a conclusion, it points out that the teacher action develops an important role on the current student training. A contribution in this sense to the strengthening of their daily practice, the strategy guide product of this educational project is presented, in which recommends teachers to keep in mind that the renewal of methodological strategies can achieve the development of skills and abilities under performance criteria in their students
The purpose in this educational project was to suggest a guide on methodological strategies based on the constructionism that would allow the development of critical thinking on 1st year of baccalaureate students at the public high school " Republic of France". It aims to improve the learning level of the subject using methodological strategies, which are interrelated with the trilogy of critical knowledge, teacher actions and students learning. Moreover, it looks for the comprehension of the world by starting on everyday things and chive a complex point of view on the environment for getting closer in to a chemistry world through discovering, learning and living. This project is frame on a research field design of the positivist paradigm supported by a research field design of a descriptive type. For this, a small group of population is taken: forty-seven (47) students of the 1st year of baccalaureate, five (5) chemistry teachers and the principal of the institution. On the information gathering, its use a question form to the teachers and students and an interview with the principal as an instrument. In relation with the result analysis, it's allowing to show that the cognitive abilities related with the critical thinking requires to be in constant practice, reinforce and boost by strategies of teaching and learning. As a conclusion, it points out that the teacher action develops an important role on the current student training. A contribution in this sense to the strengthening of their daily practice, the strategy guide product of this educational project is presented, in which recommends teachers to keep in mind that the renewal of methodological strategies can achieve the development of skills and abilities under performance criteria in their students
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APRENDIZAJE DE QUÍMICA, PENSAMIENTO CRITICO, ESTRATEGIAS METODOLOGICAS