Caracterización de construcciones analógicas en transición del Colegio Fernando Mazuera Villegas Sede B

Abstract

Boys and girls from early childhood have innate skills that enhance the development of the human being, participating in different scenarios; increasing the communicative, cognitive, emotional and social process. Today it is important to teaching strategies that activate the school scientific thinking in students, to find relationships between concepts and their environment; for example, the study of natural phenomena such as rain; can give opportunities for reflection, communication, membership in solving problems, ie a more meaningful education, critical and reflective that meshes with classroom work, where the teacher shows mastery of school science knowledge for the application of innovative issues impact and develop students able to analyze from analogies, the interpretations of events in phenomena they have experienced. Thus, analogies allow build and develop a scientific knowledge school in a natural phenomenon such as the rain, where his experiences allow work and implement an analog model that represents the structure of this phenomenon; on the other hand it is intended that these children explain in their own words comparison or similarity of this phenomenon; social and / or emotional relationship of their daily lives. At the end of this document a thoughtful analysis of the different assimilations or relationships that children disclosed to the phenomenon of rain through eight sessions that were implemented in the classroom project "PLAYING WITH RAIN" in the group was submitted of Transition; observing the possible analog sequences in children 5 years old or possible difficulties encountered in this pedagogical proposal.