Examinando por Autor "Fonseca Amaya, Guillermo"
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Ítem Análisis de los resultados de la evaluación en competencias genéricas de las pruebas Saber Pro 2014 en programas de licenciatura en el área de las ciencias naturales y educación ambiental de cuatro universidades del paísMartínez Rodríguez, Cristian Yasser; Mendoza Pinilla, Luis Felipe; Fonseca Amaya, GuillermoIn the light of the mixed research, from the pragmatic paradigm, we analyze the associated factors that can influence the results in Generic Competences of the Saber Pro test 2014 of the Bachelor programs in the area of Natural Sciences and Environmental Education (LCNEA) of four universities in the country. Associated factors are components of the context that can affect students' performance in mass quality tests in education. In this case, they are divided into two types: institutional, since they belong to the educational institution (organization of credits within the curriculum, maximum training of teachers, groups categorized by Colciencias, accreditation of high quality and use of Results in Generic Competencies); and sociodemographic, specific to students' context (such as gender and socioeconomic stratum). Differences of results are established between the eight academic programs: Bachelor in Biology, Bachelor in Chemistry, Bachelor in Natural Sciences and Environmental Education and Bachelor in basic education with emphasis in Natural Sciences and Environmental Education, District University Francisco José de Caldas (UDFJC), National Pedagogical University (UPN), Pedagogical and Technological University of Colombia (UPTC) and University of Tolima. The data collected are processed through SPSS v.21, from a descriptive correlational study; while the semi-structured interviews designed for the directors of each of the programs are adjusted according to the content analysis, using NVivo software. It generates the discussion about the quality of education and the effectiveness of the evaluation measured in terms of Generic Competences for the Degree and its value in teacher training. It provides elements of discussion about general and / or specific training of LCNEA teachers, making it possible to generate inputs for institutional decision-making. It is determined that the programs whose denomination pertains to a single discipline (specific training: Degree in Biology, Chemistry and Physics of the District University Francisco José de Caldas and the National Pedagogical University) obtain better results in the Generic Competence modules than the programs that E¡encompasses a general discipline (general education: Bachelor in Natural Sciences and Environmental Education from the Pedagogical and Technological University of Colombia and the University of Tolima). As for the associated factors, it is determined from the established correlations that the associated factors have a weak influence on the general average of Generic Competences. Finally, both fields of LCNEA teacher training (general or specific) have a difference in Didactic Knowledge of the content of the discipline. Finally, it is pertinent to conclude that the concept of generic competences should be more complex, relating the context to the training of LCNEA teachers.Ítem Análisis sobre competencias específicas en Pruebas Saber Pro 2014 en programas de formación en Licenciatura en Biología, Licenciatura en Química, Licenciatura en Física y Licenciatura en Ciencias Naturales y Educación Ambiental de cuatro (4) universidades del paísVelásquez Almonacid, Juan Nicolás; Ríos Avella, Christian Reynel; Fonseca Amaya, GuillermoThis research proposal recognizes the importance of education as a fundamental axis in development in the country, and is therefore structured in the context of the Research Line: Professional Knowledge of the Biology Professor of the Research Group Biology Teaching and Realities BER , SABLE PRO 2014 of 8 undergraduate programs in the area of Natural Sciences and Environmental Education of the universities: Francisco José de Caldas District University, National Pedagogical University, Pedagogical and Technological University of Colombia, and University of Tolima. This work is framed in the assumptions of the mixed research that is developed under the pragmatic paradigm, for its analysis uses both data of a quantitative nature collected through the design and subsequent implementation of quantitative data collection tools such as: academic production Scienti, GrupLac and FTP database and qualitative data collection tools such as: Forms of validation of experts, informed consent for participants and semi-structured interviews. Quantitative analysis and qualitative analysis were carried out with the help of SPSS (for quantitative data) and NVIVO (for qualitative data) analysis software. The mixed methodology is completed with the methodological triangulation which makes possible the dialogue of the results obtained through the quantitative and qualitative analyzes. The main results show the strong relationship between the institutional factors, institutional accreditation, curriculum and maximum teacher training, in contrast with the low relation evidenced in sociodemographic factors, since it only shows a weak relation with the socioeconomic stratum factor. It is important to emphasize the contribution of using the mixed methodology, since the initially designed analysis model was enriched with emerging categories that had not been originally considered. In the same way it is highlighted how Universities that offer specific training programs obtain better results than the universities that offer training in multidisciplinary fields.Ítem Aporte del Proyecto Pedagógico Productivo huerta escolar, en la construcción del concepto ecosistema en estudiantes del ciclo 2 y 3 del C.E.D.R El Hato localidad de Usme Bogotá D.C.Martínez Millán, Angie Julieth; Numpaque Riaño, Lorena; Fonseca Amaya, GuillermoMinistry of National Education promotes the idea of educational strategy: Proyectos Pedagógicos Productivos; those projects are established in settings where teaching and learning process, and social development are able to work in a specific context. This paper shows the input of PPP Huerta escolar in the construction of the concept: Ecosystem, in students of cycles 2 & 3 at C.E.D.R. El Hato, located in Usme, Bogota, D.C. To develop the construction of the concept and to articulate it to the garden as a space, was designed and implemented a didactic unit called: “Cultivando mi territorio: construyendo el concepto Ecosistema”; that unit is proposed under the scholarship investigation approach and adopts a progression hypothesis of knowledge proposed by Garcia (2003) and progression models (established by investigators) to understand the benefits of the school garden. Is possible to observe there is an evolution in terms of the development of the concept, being that, at the beginning children consider the ecosystem as an additive mean and the garden works as a grouping model of living beings, however, at the end they recognize it as a simple organization and the garden works as an ecological relations model. Therefore, it is concluded the contribution of the garden is significant since it works as an ecosystem model and allows students to develop knowledge form the simplest to the most complex. Furthermore, according to his character of PPP, it’s clear that, with an adequate implementation, you can obtain results in terms of projective, pedagogical (conceptual, procedural and attitudinal) and productive levels.Ítem Aportes al proceso de formación permanente del maestro de ciencias, a través de la participación en una institución de innovación-educación. El caso de la Escuela Pedagógica ExperimentalSoto Soto, Raquel Sofía; Fonseca Amaya, GuillermoThis degree work makes contributions to answer the initial question of how does the participation of a science teacher in an innovation-education space such as the Experimental Pedagogical School contribute to their permanent training process? Through the development of a multiple case study, framed in the qualitative-interpretative epistemological perspective (Creswell, 1998 and Aguilar, 1998), this methodology was proposed in a manner consistent with the very nature of the institution (innovation-education), for Both each of the methodological strategies and the instruments applied met these conditions supported by approaches such as epistemology of the known subject (Vasilachis, 2003), epistemological anarchism (Feyerabend, 1989), and grounded theory (Strauss and Corbin, 1998). From this, the way in which the results and analysis of this work are approached took into account the approaches of the perspective of complexity, where these are not presented according to each case study teacher, but rather a perspective about the learning that teachers build. Thus, the document emphasizes three categories that emerged in the process, became more complex and related through semi-structured interviews and focus groups: the permanent training of teachers from the construction of trust, from the construction of knowledge , from the construction of subjects/collective and the relationships that arise between the three categories.Ítem Los aportes de Lamarck en la biología y su enseñanza: Una aproximación a través de la revisión documentalVillanueva Solano, David Fernando; Fonseca Amaya, GuillermoSome authors point out that Lamarck's work is undoubtedly one of the worst known in the field of the epistemology of biological knowledge, whose main criticism lies in idealistic aspects of it, nevertheless, knowing of its significant contribution to biological thought, this study is directed to the search of researches that develop expositions about Lamarck, hoping like this, highlighting their contributions in biology and their teaching. In this way, the purpose of this writing is to serve as a historical construction on which those who are interested in these topics, find an academic tool that will serve to contrast the knowledge traditionally taught in schools with respect to Lamarck and, that discussed by researchers from different approaches at present. This investigation based on the consultation made in databases with free access documents, offered by the Index-K system of the Universidad Distrital Francisco José de Caldas, made possible the compilation of 33 articles published during the period 2000-2017, categorizing the ideas that these contained in 3 fields of knowledge, based on the paradigm of qualitative research.Ítem Aportes del desarrollo académico y administrativo del Grupo de Investigación Biología, Enseñanza y Realidades de la Universidad Distrital Francisco José de CaldasCusba Cuta, Angie Lorena; Fonseca Amaya, GuillermoThis document reports the development of the Internship within the framework of the Biology, Teaching and Realities Research Group. This group is categorized by Colciencias, in category B and was established in 1992. Its mission is to establish itself as a group that problematizes the professional knowledge of experimental science teachers in relation to science teaching at basic education levels, middle and top. It also promotes the development of innovation projects in science education that contribute to the strengthening of a scientific culture in the country.Ítem Aportes en la construcción del conocimiento escolar, una revisión documental de la revista TED (2007-2015)Mora Caldas, Carlos Felipe; Fonseca Amaya, GuillermoThe results of an undergraduate work carried out in the research-innovation modality and in support of the project entitled "The proposals of school knowledge in natural sciences in the curricular orientations of the SED of Bogota (2007 - 2015)" are presented. Carmen Alicia Martínez Rivera, coordinator of the research line of Professional Knowledge of science teachers and school knowledge, of the inter-institutional doctorate of education of the Francisco José de Caldas District University and director of the research group "Research in Didactics of Science", this project is based on previous research of the line (Martínez, 2000, 2005; Martínez and Valbuena 2013; Martínez, 2016; Martínez, 2017) and was developed in an articulated way to other two undergraduate works (Ávila and Martínez, 2018; Martínez L.). 2018), from the analysis of categories that show a great potential for school knowledge, such as: school contents, sources and selection criteria of school contents, epistemological referents of school knowledge and criteria of validity of school knowledge.Ítem Una aproximación a la caracterización y análisis de las propuestas de conocimiento escolar en ciencias naturales: una revisión de los trabajos de posgrado en la Universidad Distrital Francisco José de Caldas y la Universidad Pedagógica Nacional (2007-2015)Ávila Poveda, Johan Alejandra; Martínez Velandia, Marina Andrea; Fonseca Amaya, GuillermoThis research proposal is part of the project "Proposals of school knowledge in natural sciences in the curricular guidelines of the SED of Bogotá (2007 - 2015)" funded by the Center for Research and Scientific Development-CIDC, led by Dr. Carmen Alicia Martínez Rivera, coordinator of the research line: Professional knowledge of teachers of science and school knowledge, the inter-institutional doctorate of education of the UDFJC and director of the research group "Research in Science Didactics", this project is sustained in previous research (Martínez, 2000, 2005, Martínez and Valbuena 2013, Martínez, 2016), from the analysis of categories that show a great potential against school knowledge, such as: school content, sources and criteria for selecting school content , epistemological references of school knowledge and criteria of validity of school knowledge. This document complies with the conditions established in the proposal presented and approved by the CIDC. From the above it became possible to determine that the documentary unit analyzed corresponding to the proposals developed around school knowledge in Natural Sciences, had an approximation of some of the categories related to school knowledge.Ítem La argumentación en la clase de ciencias mediante un ambiente virtual de aprendizajeRomero Agudelo, Myriam Lucia; Fonseca Amaya, GuillermoPromotion of the Argumentative Processes in the Science Class by using a Virtual Learning Environment. In this research, the design of a virtual learning environment is proposed in order to promote the development of argumentative processes in science class. The purpose of the teachers is to increase the students' reasoning capacity, so that they strengthen the faculty of relating a statement or explanation with the data obtained as a result of the tests or experiments carried out, and build arguments to support or refute the statement. This is known as argumentative ability, necessary in the production of knowledge since it allows the development of critical thinking in students, in a way that contributes to scientific learning, the development of basic competences and the fulfillment of the objectives proposed in education (Jiménez, 2010). In Colombia, this cognitive process takes on certain relevance from the establishment of Basic Standards in Natural Sciences Competencies (EBCCN), and the concern about this topic increases from the results of the country's first participation in the international test PISA of the year 2006. Taking into account this scenario and the relevant importance that Information and Communication Technologies have acquired in the development of skills and competences related to science, the educational proposal of this project is based on a virtual component, whose methodological strategy uses a stimulating dialectical space to encourage discussion in students through reflection and analysis. Toulmin's argumentative model is used to evaluate the inquiryÍtem La argumentación en la clase de ciencias mediante un ambiente virtual de aprendizajeRomero Agudelo, Myriam Lucia; Fonseca Amaya, GuillermoPromotion of the Argumentative Processes in the Science Class by using a Virtual Learning Environment. In this research, the design of a virtual learning environment is proposed in order to promote the development of argumentative processes in science class. The purpose of the teachers is to increase the students' reasoning capacity, so that they strengthen the faculty of relating a statement or explanation with the data obtained as a result of the tests or experiments carried out, and build arguments to support or refute the statement. This is known as argumentative ability, necessary in the production of knowledge since it allows the development of critical thinking in students, in a way that contributes to scientific learning, the development of basic competences and the fulfillment of the objectives proposed in education (Jiménez, 2010). In Colombia, this cognitive process takes on certain relevance from the establishment of Basic Standards in Natural Sciences Competencies (EBCCN), and the concern about this topic increases from the results of the country's first participation in the international test PISA of the year 2006. Taking into account this scenario and the relevant importance that Information and Communication Technologies have acquired in the development of skills and competences related to science, the educational proposal of this project is based on a virtual component, whose methodological strategy uses a stimulating dialectical space to encourage discussion in students through reflection and analysis. Toulmin's argumentative model is used to evaluate the inquiry.Ítem La argumentación en la clase de ciencias: una posibilidad para comprender el fenómeno de compatibilidad sanguíneaPalacio Muñoz, Cristian Alberto; Fonseca Amaya, GuillermoThe research is made into the didactic of sciences, due to the need to understand the relationship of teaching in the constructions and argumentative skills that arise from the confrontation of students to a situational problem framed in the phenomena of blood compatibility, as an approach strategy to one of the dimensions present in the scientific community, as it is: the role of argumentation in the negotiation and the contrast of the evidences against the models, representations and theories to validate a knowledge (Sanmartí, 1997; Sutton, 1997) from the science classroom, establishing the objective of promoting the argumentative skills in the students of cycle IV of middle school from the program “back to school” of the Liceo Nacional Agustín Nieto Caballero school. For this purpose, a didactic sequence was constructed based on the problem solving approach, which would encourage the construction of argumentative writings based on the choice of tests, models and/or theories needed to understand the phenomena of blood compatibility However, the development of the didactic sequence presented, on one hand, the knowledge building and, on the other, the adaptation of the argumentative pattern of Toulmin «TAP» as a strategy for the design of the argumentative texts, presented at the end of each session. At the same time, analysis categories were created that determined the argumentative levels through which the students were mobilized, taking as their axis the anatomy of the argument itself and the language used in it. In consequence, in the final texts, the predominance of bridge-words "transition language" was evidenced in the explanations corresponding to: the nature of blood nomenclature, the agglutination reaction from the binding of agglutinogens to agglutinins, the concept of donor and universal receiver, as in turn, was presented in the structural pattern "anatomy of the argument" the relinquishment of daily constructions by those established in the transitional and scientific school categories, due to the need to incorporate in their explanations, models and theories that allowed the student to understand more deeply the phenomenon of blood compatibility. As well, it was identified that one of the most recurrent problems presented by students, corresponds to the theoretical relations framed in justifications, as a result of the low level of selection and reduction of the appropriate information provided from different areas of knowledge, which instead of congregating, end up splitting as if they were different phenomena.Ítem La biodiversidad: una mirada de los niños de grado tercero de la Institución Educativa Distrital Manuela Ayala De Gaitán “caso: parque ecológico distrital humedal santa maría del lago”Ruiz Porras, Valeria; Rodríguez Villamil, Francy Viviana; Fonseca Amaya, GuillermoThe concept of biodiversity is central to the teaching of the natural sciences, but it has been limited to a conceptual structure that is not based on the context of the school. This is why students are unaware of the diversity of living forms that surround them and the importance of ecosystems near them, such as wetlands, so they fail to establish care strategies. That is why this research seeks to contribute to the understanding of the 34 children of the 303 course, of the third grade of primary school, of the Manuela Ayala de Gaitán FDI on biodiversity present in the Santa María del Lago Wetland District Ecological Park within the framework of the Teaching for understanding, from two stages that include; 1. The recognition of previous ideas about the concept, and the design and implementation of a didactic unit framed in the Teaching for Understanding as the main focus, with activities focused on the three main attributes of biodiversity: Structure, Composition and Function and their knowledge about the wetland, and 2. It gathers as a synthesis product, the elaboration of a catalog with the illustrations and photographs taken by the students. In this way, students will be able to appropriate their territory and build critical opinions about the events in their environment. As a result, he realizes the learning obtained, organized in the levels of understanding (Naive, beginner, apprentice and teacher), product of on-site work in the wetland and the implementation of activities, in which the students had the possibility of contributing to their understanding of the knowledge acquired in the theoretical classes, with the reality of their environment.Ítem Caracterización de las representaciones sociales de contaminación atmosférica presentes en estudiantes de octavo grado del Colegio Agustiniano Ciudad SalitreRodríguez Laverde, Leidy Viviana; Fonseca Amaya, Guillermo; 0000-0001-8454-8804The theory of social representations was proposed by Moscovici in 1979, who established the three dimensions of social representation: the field of information, the field of representation and the field of attitude. In the present research, the social representations of atmospheric contamination held by eighth grade students of Colegio Agustiniano Ciudad Salitre were characterized from a methodology framed within the interpretative paradigm and the qualitative approach. The three data collection instruments were designed and validated: questionnaire (dimension of the information field), associative chart (dimension of the representation field) and Likert scale (dimension of the attitude field), based on the approaches developed by María Luisa Eschenhagen (2007), which allow classifying the social representations of atmospheric pollution in three categories: as an object, as part of a system or as complexity. The data obtained were systematized, coded and analyzed with the help of the NVivo 12 program. In the analysis of the data, the categories (object-system-complexity) and internal parameters (cause-problem-solution) were taken into account in order to triangulate the results. Among the findings obtained in this research, it is concluded that students have a social representation of air pollution from the system category based on the parameters of causes and problem, since the answers show an integrative view where the relationships between natural, economic and social systems are mainly evidenced. As for the parameter of solutions, the results show different behaviors in the three dimensions of social representation.Ítem “Concepciones y factores de riesgo/protección del consumo de marihuana en estudiantes de grado 8vo de la institución educativa el bosque soacha san mateo y el diseño de una unidad didáctica que aporta a su prevención”Montes Huertas, Luis Alejandro; Fonseca Amaya, GuillermoThis research is based on the concern as teacher before the problem of the consumption of Cannabis sativa (marihuana) in young adolescents since it is evidenced from experiences of which to make of a teacher as in the analysis of the reports of national studies on the consumption of drugs a significant increase, for it the objectives were raised to recognize the factors of risk/protection with respect to the consumption of Cannabis sativa in a course of 35 students of 8º grade where the ages ran The application and quantitative analysis of the Frida test was carried out in order to investigate the risk and protective factors against the consumption of psychoactive substances; design, validation and application of a Likert scale based on students' conceptions of marijuana use and effects from the health point of view, associated behaviours, influence on social relations and the normative-legal framework, design and application of a questionnaire of open questions for feedback, application of a social mapping exercise prepared by the students on the problems facing their school environment, semi-structured interviews with school directors and the school counsellor, from which different risk and protective factors are recognized at the individual, personal, family, peer (friends), school (peers, teachers) and social levels at the local (neighbourhood), community and external levels. get from 12 to 16 years old from the municipal school El Bosque located in the municipality of Soacha, Cundinamarca in the commune 5 San Mateo, in the same group the conceptions about the consumption and effects of Cannabis sativa are characterized. And finally, it is proposed a didactic proposal that starts from the analysis of these results and from psycho-pedagogical considerations based on evidence. The application and quantitative analysis of Frida's test was carried out with the purpose of investigating the risk and protection factors against the consumption of psychoactive substances; design, validation and application of a Likert scale based on students' conceptions of the consumption and effects of marihuana from the point of view of health, associated behaviours, influence on social relations and the normative-legal framework, design and application of a questionnaire of open questions for feedback, application of a social mapping exercise prepared by the students on the problems facing their school environment, semistructured interviews with school directors and the school counsellor, from which different risk and protective factors are recognized at the individual, personal, family, peer (friends), school (peers, teachers) and social levels at the local (neighbourhood), community and external levels. Finally, from the conclusions and findings of the analysis of these results, a didactic unit is proposed that contributes to the prevention of the consumption of marihuana from the school environment precisely (biology class) focused to the prevention of the consumption in students of 8th grade I E the Soacha Forest where the development of the critical thought is emphasized through the resolution of problems, the argumentation and that they give account through didactic strategies as much individual as group with interdisciplinary activity to give account of reflections on the consumption about de consumptions and effects of marihuana.Ítem El concepto de educación rural en documentos de política pública educativa rural en Colombia, en el periodo de firma del Acuerdo final de paz entre el Estado y las Farc, hasta su implementación en 2019: reflexiones respecto a la enseñanza de las ciencias naturales y la educación AmbientalVásquez Torres, Lina María; Vargas Romero, Edna Margarita; Fonseca Amaya, GuillermoThis research proposal revolved around the following question: How is the concept of education characterized in the existing documents of rural educational public policy in Colombia at the historical moment of the peace agreement between the State and the Farc-ep, which may derive in reflections regarding the teaching of natural sciences and environmental education? Thus, to address this problem, two Ten-Year National Education Plans, three sectoral education plans, two guideline documents for rural education from the Ministry of National Education and the Special Rural Education Plan. Towards rural development and peacebuilding. In total 8 documents published in the study period (2012-2019). The main conclusion of this research was that in public policy for rural education from 2012 to 2019 a developmental perspective prevails since Rural Education has been understood and addressed in this period of time of political transition (stage of dialogue, signing of Final Agreement and beginnings of implementation) with economic bases and purposes, thus prioritizing the need to modernize the field. In addition to this, it can be noted that an education in natural sciences and critical environmental education is non-existent as it does not relate sociocultural and contextual issues with socio-environmental problems at school, which reaffirms the importance of debating the relevance of teaching of natural sciences and environmental education to strengthen critical thinking about the reality of the country and the opportunities that exist when linking the social role of scientific knowledge in the transformation of territories towards their defense and conservation.Ítem El conocimiento profesional del profesor de biología sobre evolución biológica: un estudio de caso en el ejercicio docente a nivel declarativoGuerrero Junca, Roger Steve; Fonseca Amaya, GuillermoThe present investigation is framed in the Professional Knowledge of Biology Teachers (CPPB) in the line of the teaching of the biological evolution, with which the CPPB was characterized on evolution by means of a case study in the declarative level. The results of the research show that the CPPB on evolution in the case of Teacher Natalia, is characterized by the integration / transformation of five basic knowledge described by the program of professor Fonseca (2018); Biological knowledge, didactic knowledge, Knowledge of their own life history, knowledge of experience and knowledge of context. As a result of this integration / transformation of knowledge, along with the various relationships and interactions, three emerging knowledge in relation to the teaching of evolution can be described: The teaching of evolution, as a vehicle in the appropriation of a responsible attitude of the human being on the conservation of the species; The teaching and understanding of biological evolution as a mechanism for mitigating attitudes associated with machismo, xenophobia and sexual discrimination; The teaching of evolution and decision making in the construction of a critical citizenship.Ítem Consolidación de un proyecto de investigación sobre los proyectos de investigación formativa interdisciplinar (PIFI) en la Licenciatura en Biología de la Universidad Distrital Francisco José de Caldas.Maya Cubides, Laura Viviana; Fonseca Amaya, GuillermoInterdisciplinary formative research projects are an element for the training of professionals, in this case the curricular project for a degree in biology, which seeks to strengthen the training processes of students by integrating theory and practice, enhancing skills in autonomous work and professional work. team up. This great objective needs several pieces that must work in unison, one of them is the curriculum, the curricular design plays an important role in the processes of restructuring and formulation of the study plan, it must adapt to the needs of a world in constant change Perez ( 2001) this curriculum must also be flexible and meet the requirements of the context, it must be directed towards a transformation of the pedagogical practice towards alternative educational models.Ítem Consolidación de un semillero de investigación escolar : una propuesta para la comprensión ecosistémica de un entorno natural escolar y el fortalecimiento de la competencia científica indagaciónRubio Cañón, Linda Carolina; Fonseca Amaya, GuillermoThis research is based on the consolidation of a school research hotbed with students from the IED José Martí school in the Rafael Uribe Uribe locality in the city of Bogotá, established with a group of students and their teacher who meet in an alternate space of School learning in a formative research process carried out by students within the Research Seedbed, addressing the study of a natural school environment, through which the strengthening of scientific competence of inquiry is promoted from a systemic perspective.Ítem Construcción del concepto de ser vivo en estudiantes de primero, segundo y cuarto grado de primaria mediante la implementación de una huerta escolar en el Centro Educativo Distrital Rural Arrayanes, en la Localidad quinta de Usme, Bogotá D.CRamírez Mahecha, Luz Nidia; Parra Aguirre, Diana Milena; Fonseca Amaya, GuillermoIn this research-innovation proposal, the aim is to contribute to the construction of the concept of the living being in first, second and fourth grade students of the Arrayanes District Rural Education Institution, starting with the creation of a school housing, as a productive project that allows an approach to the understanding of the concept of the living being from the school garden as an innovative alternative for teaching and learning; through a qualitative and interpretive research model that was developed in three stages, a phase of characterization of the educational institution, the teacher in charge and the students, a second phase of design and implementation of the teaching unit, as well as the process of construction of the garden and finally an analytical phase, in which the systematization and interpretation of the results found in the process of understanding the concept of being alive as a contribution to the students of the school from the area of Natural Sciences is carried out.Ítem Construcción del conocimiento didáctico del contenido de docente con experiencia: estudio de caso en la enseñanza del concepto de biodiversidadSeferian Caballero, Yohana; Fonseca Amaya, GuillermoThis research project aims to contribute to the construction of the professor's professional knowledge, particularly in the pedagogical content knowledge (CDC) because there are not enough studies in this line of experienced teachers around the concept of biodiversity. The research is based on the characterization of the 5 components and their interactions proposed by Magnusson and others, in order to bring new meaning to teaching. The investigation is in the interpretive paradigm, through the case study of a teacher with 15 years experience teaching in secondary and university education, research focusing on teaching students Biodiversity for 2nd half of the Engineering Environmental at a university in Bogota, analyzing the registration units in the declarative areas (namely before the action) and the action (implementation of practice), together with the instruments of representation of content, social representations, and characterization, with interviews after the classes. The results showed that there is coherence between the two areas for each of the components and interactions in terms it can be said that the three components are at increased referencing orientations, Strategies and curriculum, and the least referencing and free show they are the students' knowledge and evaluation, consistent with the traditional model that demonstrates the teacher, their experience and knowledge of the subject it has.
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