Leer comprensivamente para aprender y emprender en ciencias naturales, una estrategia basada en la lectura comprensiva para el desarrollo de las competencias del área.

Abstract

This degree work had the purpose of designing and implementing a didactic strategy based on teaching and learning strategies for comprehensive reading (before, during and after reading), in order to promote the development of skills. from the area of natural sciences: comprehensive use of scientific knowledge, explanation of phenomena and inquiry. To achieve this, a methodological route based on qualitative research and focused on educational action research was designed, which consisted of four phases: exploration, planning, observation-action and reflection evaluation. In the phase of exploration or identification and interpretation of the problem, a diagnosis of the problem under investigation was made, analyzing in detail the social and institutional context, considering the different pedagogical and didactic aspects that are generating the problem, presenting the evidence that supports the lack of skills for reading comprehension and low development of the aforementioned skills. Then, a documentary and bibliographical review was made to identify how the research topic has been addressed by the academic community, and thus find theoretical and methodological foundations that allow locating the problem in a context of disciplinary reflection. In the planning or design phase of the didactic strategy, the action or intervention plan was prepared based on the understanding obtained from the diagnosis of the problem and from the documentary review; which consisted of the design of the didactic strategy called 'Read comprehensively to learn and undertake' which is based on reading comprehension as a strategy to develop the three competences in the area of natural sciences. In the observation-action or implementation phase of the didactic strategy, the didactic strategy was put into practice, rigorously recording what happened throughout its stages, sessions or moments and collecting the data through a field diary. , with the purpose of collecting, organizing and analyzing the information derived from the implementation of the strategy to obtain the evidence that will allow it to be evaluated and determine the effects that the action plan has had on the scope of the proposed objectives and thus be able to reflect on what that has been discovered and apply it to teaching practice. And in the phase of evaluation-reflection or analysis and evaluation of the results, from the extraction of the meaning and analysis of the data collected from the implementation of the didactic strategy, it was possible to show that the teaching and learning of strategies for the Comprehensive reading of natural science texts favors the development of skills in the area. Therefore, this didactic strategy, in addition to representing a great contribution to the specific didactics of the natural sciences, contributes to curricular integration given the transversal nature of reading comprehension and its contribution to the development of competencies in all areas of knowledge.