Transformación de las practicas de enseñanza de las ciencias naturales con estudiantes de grado séptimo del colegio la victoria ied

Abstract

By identifying that the teaching practices in the area of ​​Natural Sciences of the La Victoria IED school, they develop methodologies in the classroom that are not very active and lack a concept-context relationship. Research participants report rote, routine, and mechanical practices; in which there is little participation; which leads to an apathy for learning science, low academic performance and lack of significance of learning. Therefore, they needed to be reviewed and strengthened to meet the needs of the population and allow an articulation between the UNESCO and MEN guidelines, which establish that the teaching of natural sciences must foster a learning environment with active roles. for teacher - student, oriented to everyday life and contextualized for the full development of scientific, social and attitudinal skills; what is not evident in the teaching practices of the institution. In order to transform teaching practices in the classroom, a theoretical review of the problem was made from conceptual references, in terms of science teaching such as: Rafael Porlán, researchers such as Pozo y Gómez and Antonio Bolívar, referring to Didactics as Alicia Camilloni, Ángel Díaz Barriga; which mention the importance of a science education where it is presented as a collective, dynamic and changing construction; in which there are no absolute truths, or unique working methodologies. Continuing with the objective of transforming teaching practices, it was decided to start from inquiry processes, supported by the contributions of Winne Harlen and the Colombian Sergio Tobón, to build an own didactic strategy that allowed the aforementioned precepts to be developed in the classroom. Therefore, in this document the reader will find a population contextualization in which the research was carried out and, of course, the problematization that led to a guiding question regarding the transformation of teaching practices in the natural sciences. From this, the theoretical contributions of the previous authors -among others- allowed the construction of a referential framework that supported the research and led to the design and implementation of a didactic strategy that allowed addressing the problem. From the design and implementation of the didactic strategy oriented by inquiry processes, the triangulation and interpretation of the results was carried out, to culminate with final considerations and recommendations that the researchers considered pertinent.