Articulación de la narrativa y la autorregulación de los estudiantes en Ciencias Naturales del Colegio Francisco de Miranda-IED

Abstract

Learning in Natural Sciences involves appropriating the language of science, and is associated with new ways of seeing, thinking and talking about the facts (Sanmartí, 2007), thus, this research sought to articulate the narrative with self-regulation to strengthen the learning of students in Natural Sciences of the Francisco de Miranda School - IED, where the trainee generated strategies that allowed him to improve his processes of self-regulation, because only if he adequately controlled his processes, selecting and organizing the relevant information, could build connections between existing knowledge (Valle et al., 2010) and the new one that has been acquired in the teaching and learning processes that occur mainly in the school, managing to learn and finding the form of learning that best suits your way of being. Thus, the research was framed in the qualitative approach with characteristics of the hermeneutics, because a case study was established in which the target population was the middle school students of the Francisco de Miranda School - IED, located in the 8th district Capital (Bogotá - Colombia), looking for that through the articulation of the narrative and the self-regulation of the learning, the students could strengthen the way in which they learn the concepts mainly in the area of ​​Natural Sciences - Chemistry. Taking into account this, the question that guides the research was: How does the narrative articulate with self-regulation to strengthen the learning of the students in Natural Sciences of the Francisco de Miranda School - IED? To respond to this, a review of the historical evolution of the narrative and self-regulation concepts was made, the similarities were established in this evolution through the analysis of the information found, establishing articulation categories: learning, the social context of learning and the motivation towards learning, afterwards, an analysis of the writings of the students was made, to whom during the first school year of 2019 the production of a narrative text was proposed as the main learning strategy in which they involve a theme of the area of ​​Natural Sciences, Chemical subject, and explanation was given from the theory of some phenomena lived through the classes, to achieve the objective the student also had the guidance of the investigating teachers and of different instruments that allowed him to go over their processes, both from the construction of the writing and from the construction of their learning, this from the cycle of self-regulation proposed by Zimmerman and Moylan in 2009.