El aprendizaje basado en proyectos (ABP) como estrategia didáctica activa para la enseñanza de la asignatura de química inorgánica.
Fecha
2022-09
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Universidad de Guayaquil. Facultad de Filosofía, Letras y Ciencias de la Educación
Resumen
En el colegio fiscal “Provincia de Chimborazo”, Cantón Guayaquil, provincia del Guayas del Ecuador, periodo educativo 2022 -2023; se diagnosticaron pocas estrategias metodológicas empleadas por los docentes ,esto se realizó mediante encuestas a docentes y estudiantes, se emplearon métodos, cuantitativos con diseño descriptivo propositivo para la comprensión y reflexión de los fundamentos teóricos de la propuesta; se determinan estrategias didácticas activas que deben caracterizar a las actividades o tareas de un proceso de enseñanza-aprendizaje basado en proyectos y se reflexiona sobre posibles beneficios que los estudiantes pudieran adquirir mediante una práctica pedagógica que se sustente en el ABP. Esta tesis pretende valorar potencialidades del ABP como estrategia didáctica activa y a partir de esta premisa el proceso de enseñanza-aprendizaje tome un valor importante para mejorar la enseñanza de Química, apoyados en nuevos roles asignados al docente y al estudiante, así como en novedosas maneras de concebir los diferentes componentes didácticos.
In the fiscal school "Province of Chimborazo", Canton Guayaquil, province of Guayas del Ecuador, educational period 2022 -2023; Few methodological strategies used by teachers were diagnosed, this was done through surveys of teachers and students, quantitative methods were used with a proactive descriptive design for the understanding and reflection of the theoretical foundations of the proposal; active didactic strategies that should characterize the activities or tasks of a project-based teaching-learning process are determined and reflections are made on possible benefits that students could acquire through a pedagogical practice that is based on ABP. This thesis aims to assess ABP potentialities as an active didactic strategy and from this premise the teaching-learning process takes an important value to improve chemistry teaching, supported by new roles assigned to the teacher and the student, as well as in innovative ways of Conceive the different didactic components.
In the fiscal school "Province of Chimborazo", Canton Guayaquil, province of Guayas del Ecuador, educational period 2022 -2023; Few methodological strategies used by teachers were diagnosed, this was done through surveys of teachers and students, quantitative methods were used with a proactive descriptive design for the understanding and reflection of the theoretical foundations of the proposal; active didactic strategies that should characterize the activities or tasks of a project-based teaching-learning process are determined and reflections are made on possible benefits that students could acquire through a pedagogical practice that is based on ABP. This thesis aims to assess ABP potentialities as an active didactic strategy and from this premise the teaching-learning process takes an important value to improve chemistry teaching, supported by new roles assigned to the teacher and the student, as well as in innovative ways of Conceive the different didactic components.
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ENSEÑANZA-APRENDIZAJE, ESTRATEGIA DIDACTICA, APRENDIZAJE BASADO EN PROYECTOS