Informe pasantía: marco conceptual para el plan educativo del Museo de Historia Natural de la Universidad Nacional de Colombia bajo una hibridación de modelos pedagógicos

Abstract

This work exposes the research work carried out during the internship at the Natural History Museum of the National University of Colombia, where in addition to supporting the development of guided tours, created a solid conceptual framework that defined the institution's pedagogical proposal, delimiting the approaches pedagogical methods that best fit the educational objectives of the different populations that visit the museum. For For this reason, the hybridization of four pedagogical approaches was proposed: teaching for understanding (EpC), inquiry scientific, critical pedagogy and didactics of cultural heritage, which were applied according to age groups individuals from a workshop and a guided tour, activities that were related to the objectives corresponding pedagogical The application of the workshop for children with combined approaches (EpC/Scientific Inquiry) managed to improve performance in activities 1 and 2 (Build your own fossil – Color the oviraptor), with activity 2 being the one that demonstrated the most significant improvement in the formulation of hypothesis of kinship between the two types of animals. However, the process of scientific inference in Activity 1 was strongly limited by the emotional management of the teacher-guide and the formulation of hypotheses perspectives with low conceptual complexity. On the other hand, in the tour carried out to the adult population It was evident that the application of critical pedagogy and didactic approaches to cultural heritage received good reception by visitors, however, when evaluating the argumentative capacity of the participants, performance was average or below average (2-3), so it is still associating the museum as a space in which the obligation exercised by formal education is not present, which strongly limits the relevance that people give to alternative places of teaching and in which. They must apply methodological strategies at a pedagogical level that make use of greater interactivity with the space.