El acompañamiento pedagógico cómo fortalecimiento en las actividades de las prácticas de laboratorio en las asignatura de química inorgánica.
Fecha
2023-09
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad de Guayaquil. Facultad de Filosofía, Letras y Ciencias de la Educación.
Resumen
El presente trabajo abordó como problemática educativa el disminuido acompañamiento pedagógico por parte del docente para el desarrollo de los conocimientos de Química de manera práctica. La finalidad del estudio fue analizar el uso de laboratorios en la enseñanza, a través del acompañamiento docente, para la comprensión por parte de los estudiantes de cómo se producen dichos procesos en tiempo real. El estudio se fundamentó en las concepciones teóricas más recientes sobre el acompañamiento pedagógico, y la enseñanza de los contenidos claves para desarrollar los experimentos, sustentándose en la metodología activa de la práctica de laboratorio. El enfoque metodológico fue polimodal, ya que se empleó principalmente la investigación descriptiva, junto con métodos teórico-prácticos, y técnicas como la entrevista y encuesta. La muestra de estudiantes estuvo conformada por 109 individuos de la Unidad Educativa Particular “Francisco Huerta Rendón”, y la máxima autoridad institucional, lo que permitió evidenciar el estado actual en el aprendizaje de los estudiantes con respecto a las variables de estudio. Las técnicas permitieron reconocer la importancia del acompañamiento pedagógico para hacer laboratorio, ya que al momento de observar la aplicación de procesos en el laboratorio de Química, se percibió gran interés por suplir tal necesidad por parte de la comunidad educativa. Para garantizar un proceso formativo de calidad, así como para llevar un seguimiento de la enseñanza en el uso del laboratorio, y las directrices a aplicar por parte del docente en la propuesta educativa se consideraron los respectivos elementos curriculares, para establecer el nivel de comprensión alcanzado por los estudiantes a medida que desarrollan la guía didáctica propuesta, con actividades de acompañamiento pedagógico que facilitan el proceso de enseñanza-aprendizaje.
The present work addressed as an educational problem the absence of pedagogical accompaniment by the teacher for the development of knowledge of Chemistry in a practical way. The purpose of the study was to analyze the use of laboratories in teaching through teacher accompaniment, for the understanding by students of how these processes occur in real time. The study was based on the most recent theoretical conceptions about the pedagogical accompaniment and the teaching of the key contents to develop the experiments, based on the active methodology of laboratory practice. The methodological approach was polymodal; Descriptive research was used together with theoretical-practical methods and techniques such as interview and survey. The sample was confirmed by 109 individuals of the Private Educational Unit "Francisco Huerta Rendón ", including the highest institutional authority, which allowed to characterize the current state of the students with respect to the study variables. The techniques allowed to recognize the importance of the pedagogical accompaniment to make laboratory since, at the time of addressing the use of laboratory of Chemistry, great interest was perceived to meet this need. To guarantee a quality training process, as well as to monitor the teaching in the use of the laboratory and the teacher's guidelines, in the educational proposal the respective curricular elements were considered to establish the level of understanding reached by the students as they develop the didactic guide with pedagogical accompaniment activities that facilitate the teaching-learning process.
The present work addressed as an educational problem the absence of pedagogical accompaniment by the teacher for the development of knowledge of Chemistry in a practical way. The purpose of the study was to analyze the use of laboratories in teaching through teacher accompaniment, for the understanding by students of how these processes occur in real time. The study was based on the most recent theoretical conceptions about the pedagogical accompaniment and the teaching of the key contents to develop the experiments, based on the active methodology of laboratory practice. The methodological approach was polymodal; Descriptive research was used together with theoretical-practical methods and techniques such as interview and survey. The sample was confirmed by 109 individuals of the Private Educational Unit "Francisco Huerta Rendón ", including the highest institutional authority, which allowed to characterize the current state of the students with respect to the study variables. The techniques allowed to recognize the importance of the pedagogical accompaniment to make laboratory since, at the time of addressing the use of laboratory of Chemistry, great interest was perceived to meet this need. To guarantee a quality training process, as well as to monitor the teaching in the use of the laboratory and the teacher's guidelines, in the educational proposal the respective curricular elements were considered to establish the level of understanding reached by the students as they develop the didactic guide with pedagogical accompaniment activities that facilitate the teaching-learning process.
Descripción
PDF
Palabras clave
ACOMPAÑAMIENTO, ENSEÑANZA, PEDAGÓGICO, QUÍMICA, LABORATORIO
Citación
APA