Aproximación a las funciones ejecutivas en estudiantes con Síndrome de Asperger desde la resolución de problemas ambientales: un estudio de caso

Abstract

Colombia for several years has been moving towards an inclusive and quality education that provides students with meaningful learning throughout their lives, with which they can respond to different social dynamics (Ministry of National Education, 2012). The teaching of biology has the challenge of fostering teaching-learning processes that contribute to the recognition of the diversity found in the classrooms, and to the training of reflective and proactive subjects facing the different current problems. The present document gathers the design and development of a degree work that aimed to analyze the cognitive process that students with Asperger syndrome performed when solving environmental problems associated with the loss of biodiversity existing in Colombian ecosystems. The investigation of qualitative-analytical character, contemplated in its methodology three phases: Discovering the nature of a visibly invisible world, understanding the biodiversity of a vulnerable ecosystem and Proposing solutions to the environmental problem of the loss of biodiversity; carried out with students of the sixth grade (afternoon session) of the District Educational Institution Villemar el Carmen. The results showed that students with Asperger's syndrome did not present difficulties in the stages of problem solving: comprehension, design of a work plan and verification of the proposed solution in comparison with students without Asperger syndrome. Thus, it is concluded that involving in the teaching-learning process of Biology, the problem solving method allows to strengthen in the students the reflective thinking and the understanding of their environment.