Aplicación De Estrategias Didácticas Para Facilitar El Aprendizaje Del Ciclo De Vida De Los Animales Con Estudiantes De Grado Tercero De Basica Primaria De La Institucion Educativa La Adiela De Armenia Quindio
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Marin T, Olga Y. | 2016-11-04
This degree work is aimed at the realization of a pedagogical approach by applying teaching strategies that enhance learning life cycle of animals in students in third grade Basic School "The Adiela" in Armenia (Quindío). Third A and B of the educational institution in question: a descriptive methodology, which sought through educational intervention achieve meaningful learning of the teaching-learning in the field of biology in two degrees was used. Also the method that I lead this process was analytical with inductive approach, in that sense this type of research were developed from a perspective that sought to enrich the interpretative and critical understanding of the sociocultural phenomenon.
In order to make a coherent research work and relevant educational intervention, this paper conducted a diachronic and conceptual route, in relation to those pedagogical schools and educational currents higher ratio presented with the natural sciences and the proposals submitted by the authors of this work. (Mind maps, concept maps, development and construction, experimentation and observation), and problem-based learning (PBL), such as: two of its own teaching strategies proposed by the conceptual change (CC), such as model used the roulette, discussion workshops and discussion of the conclusions), which is closely related to the methodology of the natural sciences.The process of pedagogical intervention was developed in two groups of third grade, each consisting of 30 students, for purposes of the methodology subgroups of students were created. three phases of intervention were performed in the first stage diagnosis was performed to demonstrate the pre-knowledge of students, in the second stage the respective workshops and activities where were the realization of the principles expressed in the theoretical framework were made the this proposal. Teaching strategies of Conceptual Change (CC) and problem-based learning (PBL) obtained that were implemented as one of its goals motivate the student and correlate knowledge with their interests. In the third stage an evaluation of the content and skills taught was performed, this in order to demonstrate the students' progress and success of this proposal.
Statistical tabulations, the respective results and analysis presented in the final contributions of this paper grade. These surveys were presented in the annexes.
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