Envíos recientes

The Zenú indigenous reservation aims to strengthen the differential education of its inhabitants, which is why it is committed to the construction of the Community Educational Project (PEC). The different institutions of the reservation, including the Cruz Chiquita Educational Institution with collaborative work of teachers and experts from the community of the Zenú Indigenous Reservation in Tuchín-Córdoba, built the PEC, however, it has not been implemented for different reasons, for this reason reason, westernized educational processes continue to develop. The purpose of this research is to strengthen the Natural Sciences, Physical and Agricultural Education (Nature and Harmony) axis of Zenú's own curricular model, through Intercultural Environmental Education with the dialogue of knowledge in the students of the Cruz Chiquita Educational Institution. In this work, students' ways of conceiving territory, land and nature were identified and classified according to scientific knowledge or associated with ancestral knowledge (indigenous worldviews). A methodology with a qualitative approach is proposed, since it is interested in aspects of the social life of the communities with a hermeneutical paradigm because it interprets phenomena and feelings of the population under study. We worked with a population of 33 ninth grade students and a learning guide with indigenous texts and stories was used as a resource for taking results. Knowledge associated with scientific and / or ancestral knowledge and the convergence between these two types of knowledge were identified. When contrasting the conceptualizations of territory, land, nature, environment, ecology and Mother-earth, very marked evidence of scientific knowledge was found, which suggests the need to balance and integrate ancestral knowledge associated with the environment with other disciplines in students for the axis of Nature and Harmony, the above provided the basis for the construction of a pedagogical guide and thus continue to nurture it and encourage the other axes of its own curriculum. Own training needs are suggested to advance in the pedagogical component of the PEC, in this way it is expected to contribute to the strengthening of the component of the Indigenous Educational System of the Zenú SEIP People.

The purpose of this research was to design a didactic unit on chemical solutions that promotes the intrinsic motivation of the tenth grade students of the Antonio Ricaurte Educational Institution of Planeta Rica Córdoba-Colombia in the learning of Natural Sciences, attending to the need to respond to the challenges in the training of students, which requires innovative, contextualized and active strategies from the teacher, which encourage them to carry out inquiry, comparison, analysis and reflections on what they learn. To do this, we worked from a mixed approach, with a methodological design that responded to projective research; supported by a documentary review to establish the criteria in the design of a didactic unit and semi-structured interviews with students. Based on the results of the documentary review and semi-structure interviews, the design of a didactic unit was carried out that allowed proposing concepts and contextualized and active activities to promote the intrinsic motivation of students in learning chemical solutions. The contribution of this work consists of designing a didactic unit as a strategy that promotes the intrinsic motivation of students in the learning of chemical solutions, allowing them to participate actively in the construction of their learning.

The main objective of this research was to characterize the inquiry competence in learning the physical environment in e-Learning environments from the design of a didactic unit in physics in 5th-grade students. Executed in three phases and for which the levels of skills related to the competence of inquiry were identified in the students, the appreciations that teachers have regarding the competence of inquiry were described and a didactic unit based on the methodology inquiry and mediated by e-Learning environments, to include within the classroom processes activities that promote the appropriation of this competence and the formation of critical thinking. The methodology that applied was qualitative, descriptive, with a descriptive case study approach, applied to elementary school students, using instruments such as the IEPP evaluation rubric, teacher interviews, and bibliographic records. Likewise, content analysis, triangulation, and documentary review were used as data analysis techniques. The results allowed identifying that 45% of the students are located in the lower level of the inquiry competence, which implies the need to promote learning spaces focused on the strengthening of this competence from a learning based on the inquiry methodology, considering pertinent the design of a didactic unit that causes the increase of specific skills focused on the development of this competence, taking into account that from the teachers' perceptions, mediation and the integration of e-Learning environments play a decisive role to improve teaching-learning processes, specifying contextual relationships where the student can be a participant in their own learning

The purpose of this qualitative research is the implementation of a methodological strategy based on the application of precision laboratory practices (PLP), a data acquisition and analysis system based on the Arduino platform, applied to the movement of a slider on an air rail at low cost, seeking to contribute to the development of learning kinematic phenomena for tenth grade students of the Volcanes Educational Institution. This work presents an alternative to approach the teaching-learning process of kinematics through precision laboratory practices, mediated by the use of a data acquisition system (Arduino prototype and air rail) that allows modelling the rectilinear motion of a body through the development of open laboratory practices. To do this, the research team defined three search categories; Kinematics, Laboratory Practices and Data Acquisition System, used as a technique, documentary review, focus group interview and as instruments, descriptive tables, analysis schemes, which allowed to identify conceptual elements to prioritize kinematic learning, the construction of a rectilinear motion simulator (Arduino V Prototype and Air Rail) and an open guide structure that enhance the development of scientific skills

The learning of biology and its relationship with the training of environmental leaders in the basic secondary school level of the La Rada district, Moñitos-Córdoba, corresponds to a postgraduate research assigned to the Master's program in Didactics of Natural Sciences of the University of Córdoba , Colombia, from a qualitative-interpretive perspective, which, following a systematized methodology in the analysis of qualitative content, documentary analysis, non-participant observation and in-depth interviews, sought to analyze the relationship of biology learning with the training of environmental leaders in 12 7th grade students from the La Rada Educational Institution in the La Rada district, Moñitos-Córdoba. Through the identification of the foundations, development and applications as criteria and differentiating elements for the training of school environmental leaders. The methodological process was developed in three phases, which culminated in the proposal of an environmental tutor module, of a reflective and critical nature, based on four main categories: educate for the environment, train to build an Environment, lead to transform the context and share the transformed. The conclusions emphasize the importance of encouraging school environmental leadership and promoting the collective dynamics of environmental awareness and empowerment in adolescents and young people for the generation of commitments and actions in favor of environmental problems in their context.

The environmental problem is an issue of concern worldwide and although various strategies have been implemented to counteract, it has not been possible to stop this situation. Environmental education immersed in the curriculum of natural sciences, becomes an integrating field of knowledge, habits, skills, attitudes and values, so that it reflects that the content addressed, contribute significantly to the teaching-learning process, linking the human being with the environment and the context in which he is, allowing an integral formation of the students, which is expressed in their action towards the environment, respect for their environment and an adequate intervention of the present environmental problems. In this sense, the need arises to propose a study that allows designing a didactic unit mediated by learning landscapes to strengthen environmental competencies in seventh grade students in a rural context, promoted from the learning of natural sciences. The methodology was based on an interpretive paradigm, qualitative research, with a phenomenological approach, the participants were twelve (12) students. As results we have, in the diagnosis it is evident that the students moderately manage the competences of recognition of the environmental problem, (knowing how to know), acceptance of responsibility (knowing how to be) and responsible and informed action (knowing how to do), they manifest certain varied knowledge about the environment, but they lack to be more active and persistent when giving solutions to environmental problems. Subsequently designed the didactic unit, taking into account what was found in the diagnosis made and the documentary analysis carried out, with this it was possible to propose a structure for the didactic strategy, propose contents and activities to strengthen environmental competences, resulting in a significant process in which students have the possibility to contribute, learn, understand, strengthen and transform skills and learning habits. Likewise, the validation of the didactic unit mediated by learning landscapes is achieved, through experts in environmental issues, who presented their assessments after applying interview and focus group, evidencing that the planning and structuring of the unit is focused on strengthening the competencies in the students.