Publication: Desarrollo de una propuesta didáctica sobre contenidos de ecología en 2º de ESO a partir de situaciones problemáticas abiertas
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2016-11-24
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Universidad Complutense de Madrid
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Abstract
En los últimos años se ha puesto de manifiesto la falta de interés de los alumnos europeos por las ciencias y, en concreto en España, se han obtenido resultados muy bajos en la resolución de problemas y en la competencia científica. La investigación realizada sugiere cambios hacia metodologías indagativas o inductivos que han resultado ser efectivos para construir aprendizaje significativo en los alumnos y generar actitudes positivas hacia la ciencia (Abd-El-Khalick et al, 2004; Rocard et al, 2007). Entre estos métodos, algunos autores han argumentado que la educación basada en problemas puede ser particularmente útil para el aprendizaje efectivo y permanente de los alumnos (Pease & Kuhn, 2011). Hay varias formas de poner en práctica el aprendizaje basado en problemas en el aula, este trabajo implementa una de ellas que está basada en la Metodología de Resolución de Problemas por Investigación (MRPI) de Gil & Martínez-Torregrosa (1983) que pone el énfasis en la resolución de problemas, tanto de lápiz y papel como de tipo experimental. Consiste en cinco fases o procedimientos metodológicos que se corresponden con las cinco dimensiones de la competencia científica o dimensiones competenciales (DC1: Análisis cualitativo del problema; DC2: Emisión de hipótesis; DC3: Diseño de la estrategia de resolución; DC4: Resolución; DC5: Análisis de los resultados). Esta metodología incluye la naturaleza cíclica del proceso de resolución de problemas, en la que la revisión de los enfoques anteriores y la construcción de los conocimientos nuevos generan la base para la formulación de nuevos desafíos y problemas. Como método de enseñanza, la MRPI considera el aprendizaje como construcción del conocimiento teniendo en cuenta los conocimientos previos de los alumnos y sus concepciones alternativas. El trabajo en el aula se lleva a cabo en pequeños grupos cooperativos que fomentan el aprendizaje significativo por medio de materiales contextualizados que aumentan la motivación y autoconfianza, que proporcionan destrezas de razonamiento críticas y que mejoran la actitud hacia la ciencia. Varios estudios y tesis han dado validez a este método de enseñanza (Varela, 1994; Ibáñez, 2003; Ibáñez & Martínez Aznar, 2005; Pavón Martínez & Martínez Aznar, 2014)...
In the recent past, it has been reported a lack of interest of European students towards science and, in Spain to be precise, poor results in problem solving and science competence have been shown. Over the last years, there has been a great deal of research suggesting methodological changes, in particular the so-called inductive or inquiry methods, which have turned out to be effective not only in producing significant learning in students, but also in generating positive attitudes towards science (Abd-El- Khalick et al, 2004; Rocard et al, 2007). Among these methods, some authors have argued that Problem-Based Education may be particularly useful to produce effective and permanent learning among students (Pease & Kuhn, 2011). There are multiple ways to implement problem-based education in the classroom. This project deals with one of them, which, in turn, is based on Gil and Martinez Torregrosa’s (1983) Problem Solving Methodology as an Investigation (PSMI), which emphasizes the resolution of problems through both paper-and-pencil and experimental methods. It consists of five phases or methodological procedures that correspond to the five dimensions of scientific practice (CD1: Qualitative analysis of the problem; CD2: Emission of hypotheses, CD3: Design of a resolution strategy, CD4: Resolution, CD5: Analysis of results). This methodology includes the cyclical nature of the problem-solving process, where the review of previous approaches and the construction of new knowledge form the basis for the formulation of new problems and challenges. As a teaching method, PSMI considers learning as the construction of knowledge, carefully taking students’ prior knowledge and their alternative conceptions into account. Classroom work is carried out in small cooperative groups that promote meaningful learning, using contextualized materials that enhance motivation and self-confidence, promote critical thinking skills, and improve attitudes towards science. Several studies and dissertations have validated this model (Varela, 1994; Ibáñez, 2003; Ibáñez & Martínez Aznar, 2005; Pavón Martínez & Martínez Aznar, 2014)...
In the recent past, it has been reported a lack of interest of European students towards science and, in Spain to be precise, poor results in problem solving and science competence have been shown. Over the last years, there has been a great deal of research suggesting methodological changes, in particular the so-called inductive or inquiry methods, which have turned out to be effective not only in producing significant learning in students, but also in generating positive attitudes towards science (Abd-El- Khalick et al, 2004; Rocard et al, 2007). Among these methods, some authors have argued that Problem-Based Education may be particularly useful to produce effective and permanent learning among students (Pease & Kuhn, 2011). There are multiple ways to implement problem-based education in the classroom. This project deals with one of them, which, in turn, is based on Gil and Martinez Torregrosa’s (1983) Problem Solving Methodology as an Investigation (PSMI), which emphasizes the resolution of problems through both paper-and-pencil and experimental methods. It consists of five phases or methodological procedures that correspond to the five dimensions of scientific practice (CD1: Qualitative analysis of the problem; CD2: Emission of hypotheses, CD3: Design of a resolution strategy, CD4: Resolution, CD5: Analysis of results). This methodology includes the cyclical nature of the problem-solving process, where the review of previous approaches and the construction of new knowledge form the basis for the formulation of new problems and challenges. As a teaching method, PSMI considers learning as the construction of knowledge, carefully taking students’ prior knowledge and their alternative conceptions into account. Classroom work is carried out in small cooperative groups that promote meaningful learning, using contextualized materials that enhance motivation and self-confidence, promote critical thinking skills, and improve attitudes towards science. Several studies and dissertations have validated this model (Varela, 1994; Ibáñez, 2003; Ibáñez & Martínez Aznar, 2005; Pavón Martínez & Martínez Aznar, 2014)...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Didáctica de las Ciencias Experimentales, leída el 19/01/2016