Publicación: Percepciones de docentes y estudiantes sobre las prácticas pedagógicas en el marco del desarrollo de competencias científicas investigativas en estudiantes de noveno grado
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Resumen en inglés
Today there is a trend in science teaching based on conceptual content, reflected in curricular planning, and where information prevails over the development of competencies around the construction of explanations about phenomena that are part of living student diary (Rozo, 2017). Motivated to change the above, an investigation built from a qualitative base was designed, using the foundations of phenomenography with the aim of analyzing the perceptions of teachers and students about pedagogical practices within the framework of the development of scientific investigative competencies in ninth-grade students. grade. The results showed that the role of the teacher, the environments and the learning resources do not favor the development of scientific investigative competences in their pedagogical practices; on the contrary, a traditional conception of the teaching and learning process applies. This situation has hindered the development of competencies that achieve the adoption of science and technology by students. These results lead to the conclusion that it is necessary for teachers to seek appropriate didactic strategies that provide students with the necessary spaces in the educational act, so that they relate the reconstruction of knowledge with investigative processes, which allowed them to give a timely response to the various problem situations that arise in your environment.