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El rol del docente en la enseñanza de la visión en educación secundaria. Un estudio de caso
| Content Provider | Semantic Scholar |
|---|---|
| Author | Bravo, Bettina Eguren, Laura A. Rocha, Adriana |
| Copyright Year | 2010 |
| Abstract | espanolEn este trabajo se estudia el accionar de un docente al interaccionar con sus alumnos de educacion secundaria, al ensenar los modelos que la ciencia propone para explicar el proceso de la vision. En este estudio de caso se identifican y describen las estrategias didacticas que el docente puso en practica con mayor frecuencia en las instancias didacticas de iniciacion, informacion, aplicacion, sintesis y conclusion. Los datos obtenidos permitieron concluir que el docente cumplio el rol de guia en los distintos momentos de ensenanza, intentando ayudar a los alumnos a explicitar sus ideas y a clarificarlas dejando en evidencia sus caracteristicas mas relevantes; a comprender el saber de la ciencia; a aprender a aplicarlo; a reflexionar criticamente sobre que y como aprendio y la importancia de haber aprendido. Esta dinamica resulto motivadora para los estudiantes quienes se mostraron muy participativos, haciendo explicitas sus ideas, discutiendo entre ellos y con el docente, realizando preguntas, elaborando explicaciones, pasando a la pizarra para representar sus respuestas. Por ello se puede concluir que el docente hizo posible que los alumnos fuesen en todo momento los principales protagonistas de la clase al participar activamente en el proceso de aprendizaje del saber de la ciencia. EnglishI this paper we study the teacher´s actions to interact with their students in secondary education, to teach the models proposed by the science to explain the process of vision. This case study identifies and describes teaching strategies that teachers often put into practice during the process of information, application, synthesis and conclusion. The data obtained allowed to conclude that the teacher performed the role of guide in the stages of education, trying to help students enlarge their ideas and leaving evidence of their understanding about the knowledge of science, how to apply it how to think critically about what and how he learned and the importance of having learned. This dinamic interaction was motivating for students who were highly participative, making explicit their ideas, discussing among themselves and with the teacher, asking questions, developing explanations and going to the blackboard to represent their answers. Therefore one can conclude that the teacher allowed the students to be the main protagonists of the class and to participate actively in the learning process of knowledge of science. |
| Starting Page | 283 |
| Ending Page | 375 |
| Page Count | 93 |
| File Format | PDF HTM / HTML |
| Volume Number | 9 |
| Alternate Webpage(s) | http://reec.uvigo.es/volumenes/volumen9/ART4_Vol9_N2.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
