Explicación de fenómenos naturales, con la implementación de un ATE con estudiantes de decimo grado de la INETA.

Abstract

In this research, a didactic proposal is presented, focused on the development of scientific competence in explaining natural phenomena, particularly in physical concepts such as Uniform Rectilinear motion (URM) and Uniformly Accelerated Linear Motion (UALM). The proposal entails the design and implementation of a Technological Education Activity (TEA) of analysis through construction, as outlined by Quintana (2015), supported by the Project Based Learning methodology (PBL). One of the primary objectives of this proposal is for students to address a solution to an institutional need, recognizing the use and the contribution of technology. A Technological Education Activity (TEA) was designed and implemented to build a drip irrigation system as a cross-disciplinary project at INETA. The theoretical framework was established based on the definition of scientific competence, integrating the standards and guidelines of the MEN (2004), this is further supported by Vallardas, (2011) who delineates scientific competencies through the observation of patterns and modeling across presentations. The TAE was designed in two phases: The initial phase focused on constructing the irrigation system, while the subsequent phase involved a series of activities aimed at experimenting and learning kinematics. The research methodology employs a mixed-methodology, interactive, and action participation research design. The findings of this study indicate that the integration of constructive and experimental activities fosters the enhancement of competence in explaining phenomena within the field of kinematics among tenth-grade students at INETA.