Fortalecimiento del aprendizaje de las ciencias desde la experimentación simulada para la apropiación del pensamiento científico.

Abstract

This work refers to the strengthening of science learning from simulated experimentation to the appropriation of scientific thinking in the students of the Las Flores Educational Institution, in which a pedagogical strategy based on simulated experimentation "Experimenting to theorize" was implemented. This was executed in six sessions related to the six thinking skills according to Bloom's taxonomy adapted by Anderson and Krathwohl (2001), such as: Remember, Understand, Apply, Analyze, Evaluate and Create, which allow structuring the learning of the sciences. The theoretical references were developed based on: MEN (2006), López (2016), Model ChemLab educational software, Díaz et al (1999). The methodology was described from postpositivism with a qualitative approach, the method is educational action research (IAE), with a population of 13 students and a teacher in the area of natural sciences. As a result, the level of development in the learning of the sciences mediated by processes of virtual experimentation for the appropriation of scientific thought was observed. For this, an initial and a final survey were applied, based on the characteristics of the lower and higher order skills. The initial survey showed that a large part of the students was able to correctly answer situations of lower order, remaining between 30 and 61.54%. But then, in higher-order or more complex skills, little development was observed, where only 7 and 15% of students managed to respond adequately, which is inferred to be minimum levels of performance in learning the natural sciences. Therefore, the pedagogical strategy was designed and implemented, as well as the final survey, in which it was evidenced that changes in classroom practice are important, since they show an improvement in the development of the levels of scientific thinking in the solution of science problems from simulated experimentation through the educational software Model ChemLab. In the same way, a working model was generated based on three central orbits or guidelines to give continuity to this research, which are based on the levels of learning, the cognitive, affective and psychomotor domains, on pedagogical strategies and on the appropriation of the digital era in the construction of science learning. It is concluded that the simulated experimentation included in the pedagogical strategies allows to strengthen the learning of the sciences for the appropriation of scientific thought.