La construcción de conocimiento científico escolar a partir de la compresión de la diversidad biológica de las aves desde la investigación escolar

Abstract

In this research, the school scientific knowledge (CCE) built by the seventh grade students of the Departmental Tecnológico de Madrid educational institution in the department of Cundinamarca, located in the urban sector, was characterized from the study of the biological diversity of the birds of their school environment from school research and according to the categories of school content (learning), sources of information and the purposes of school research. This CCE was characterized by being built progressively where, based on data, facts and observations about birds, a group interest was awakened to know in depth an ecological aspect (such as song, diet, migration and the process of nesting) or phenotypic (coloration), making use of various sources of information (experiential and scientific). According to the above, the following relevant issues can be pointed out: In the first instance, a macro view of the biological diversity of birds is identified since students consider general morphological criteria associated with the shape of the beak, legs, size and color; Another criterion focuses on a morpho-physiological characteristic that refers to the ability of some birds to make songs, the above in relation to the classification of this biological group. The second issue focuses on the ecological relationships that are established within the institution since the students understand that they, the birds, the schoolyard, their food waste and the particular behavior of some birds when singing certain vocalizations (ethology) are related directly or indirectly (food web) in their school. On the other hand, the book “Pajariando en mischool” and the quick guide for the identification of birds of Madrid-Cundinamarca were produced as an academic dissemination tool, in favor of the knowledge and conservation of birds in the educational context where students take a leading and reflective place in the collective construction of their knowledge; It also becomes a reference point to be adjusted and implemented in other educational contexts and biological groups.