Flórez Nisperuza, Elvira PatriciaCaldera Salcedo, Diana Patricia2021-12-082021-12-082021-12-07https://repositorio.unicordoba.edu.co/handle/ucordoba/4732The 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 learningResumen ___________________________________________________________________6Capitulo I. Aspectos Preliminares ________________________________________________20Descripción del Problema ________________________________________________ 20Formulación del Problema. ___________________________________________ 32Objetivos _____________________________________________________________ 32Objetivo General. ___________________________________________________ 32Objetivos Específicos. _______________________________________________ 32Sistema de preguntas y objetivos. ______________________________________ 33Justificación __________________________________________________________ 34Capitulo II. Marco Referencial __________________________________________________45Antecedentes Investigativos ______________________________________________ 45Competencia de Indagación en Ciencias _________________________________ 46Antecedentes en el Ámbito internacional. ______________________________46Antecedentes En El Ámbito Nacional. ________________________________56Antecedentes en el Ámbito local. _____________________________________65Aprendizaje De Las Ciencias Naturales En Ambientes E-Learning ____________ 70Antecedentes en el Ámbito internacional. ______________________________71Antecedentes en el ámbito nacional. __________________________________76Unidades Didácticas ________________________________________________ 85Antecedentes en el ámbito internacional. _______________________________86Antecedentes en el ámbito nacional. ___________________________________88Antecedentes en el ámbito local. ______________________________________95Marco Teórico y Conceptual _________________________________ 100Marco Contextual __________________________________________ 127Marco Legal de la Investigación _____________________________________________________129Ley General de Educación (Ley 115 de 1994) __________________________________129Lineamientos curriculares _______________________________________ 133Estándares básicos de competencias _________________________________134Capitulo III. Metodología ______________________________________________________136Diseño Metodológico __________________________________136Paradigma ______________________________137Enfoque __________________________________142Población Y Muestra _______________________________146Fases Del Estudio ________________________________147Técnicas e instrumentos de recolección de información ______________________________________148Técnicas de análisis de información ____________________________________157Consideraciones éticas. _____________________________ 161Capitulo IV. Resultados Y Análisis ______________________________________________163Resultados Objetivo Específico 1 ____________________________________ 163Resultado Objetivo Específico 2 ____________________________________ 176Resultado Objetivo Específico _________________________________________ 219Objetivos Metodológicos de la Unidad Didáctica __________________________________________ 220Diseño Metodológico de la Unidad Didáctica ______________________________________________ 220Estructura de la Unidad Didáctica __________________________________________ 222Capitulo V. Conclusiones Y Recomendaciones _____________________________________262Conclusiones. _________________________________ 262Recomendaciones. ___________________________________________________267Referencias Bibliográficas _____________________________________________________271Anexos ____________________________________________________________________282application/pdfspaCopyright Universidad de Córdoba, 2021Trabajo de grado - Maestríainfo:eu-repo/semantics/restrictedAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Competencia indagaciónApreciaciones de los docentesUnidad didácticaNiveles de indagaciónAprendizaje basado en la indagaciónInquiry competenceTeachers' appreciationsDidactic unitInquiry levelsInquiry-based learning