Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10495/12480
Registro completo de metadatos
Campo DC Valor Lengua/Idioma
dc.contributor.advisorRíos Atehortua, Leidy Dahiana-
dc.contributor.authorArango Velásquez, Aleida-
dc.contributor.authorGrajales Mejía, Yasmín Adriana-
dc.contributor.authorPalacios Ledesma, Nanci Patricia-
dc.date.accessioned2019-11-27T14:58:01Z-
dc.date.available2019-11-27T14:58:01Z-
dc.date.issued2018-
dc.identifier.citationArango, A. Grajales, Y. Palacios, N. (2018). La secuencia didáctica como estrategia para el desarrollo de habilidades investigativas identificar, indagar y explicar a partir de las relaciones de los seres vivos con el medio. (Tesis de Maestría). Universidad de Antioquia, Medellín.es_ES
dc.identifier.urihttp://hdl.handle.net/10495/12480-
dc.description.abstractIn Natural Science teaching, it is necessary to implement pedagogical strategies that involve exploration processes, in which students’ previous knowledge and mediating or problematizing questions are taken into account. Those strategies should promote research in the classroom, identify phenomenon, make questions about them, and build explanations in different contexts with the knowledge acquired in the Science class. That is the reason why in this research project a learning sequence was applied. This was an instrument that allowed answering the following question: ¿How the implementation of a learning sequence, designed from the relationship between the living beings and the environment, foster the development of the research skills identify, investigate, and explain, with fourth grade students from official institutions from the East of Antioquia? Attending to this proposal, research training implies learning in the field of the Natural Science typical knowledge, integrated to the curriculum, and considers the development of research skills. Therefore, it was done a collective case study marked in the socio-critical paradigm and a qualitative perspective. This allowed to obtain and describe the results based on the established indications for each skill, to the context characteristics on the pedagogical proposal application, the students specificities, and the purposes of each stage of the proposed sequence. Moreover, it can be determined that the students followed a sequential and conscious process of learning. They reflected the rhythm and construction of their own learning, demonstrating self-regulation processes, stablishing relationships with theoretical constructs in which this research was based.es_ES
dc.format.extent139es_ES
dc.format.mimetypeapplication/pdfes_ES
dc.language.isoeses_ES
dc.publisherUniversidad de Antioquiaes_ES
dc.type.hasversioninfo:eu-repo/semantics/acceptedVersiones_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.sourceinstname: Universidad de Antioquiaes_ES
dc.sourcereponame: Repositorio Institucional Universidad de Antioquiaes_ES
dc.subjectEnseñanza de las ciencias naturaleses_ES
dc.subjectEstrategias pedagógicases_ES
dc.subjectFormación de investigadoreses_ES
dc.subjectMetodología de la enseñanzaes_ES
dc.subjectMetodología de la investigaciónes_ES
dc.titleLa secuencia didáctica como estrategia para el desarrollo de habilidades investigativas identificar, indagar y explicar a partir de las relaciones de los seres vivos con el medioes_ES
dc.typeinfo:eu-repo/semantics/masterThesises_ES
dc.publisher.programMaestría en Educación : Modalidad Profundizaciónes_ES
dc.publisher.departmentFacultad de Educación. Departamento de Educación Avanzadaes_ES
Aparece en las colecciones: Maestrías en Educación

Ficheros en este ítem:
Fichero Descripción Tamaño Formato  
ArangoAleida_2018_FormacionInvestigadoresMetodologia.pdfTesis de Maestría8,12 MBAdobe PDFVisualizar/Abrir


Este ítem está sujeto a una licencia Creative Commons Licencia Creative Commons Creative Commons

 


Gestión de T.I. /Sistema de Bibliotecas / Universidad de Antioquia / Cl. 67 Nº 53 - 108 - Bloque 8 Conmutador: 219 51 51- 219 51 40 comunicacionessistemadebibliotecas@udea.edu.co Medellín - Colombia