Método indagatorio en ciencias, en la percepción de docentes de transición mayor de educación parvularia y primer año de educación general básica
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Date
2024
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Abstract
Actualmente, existe consenso sobre la importancia de iniciar la educación en ciencia de forma temprana, debido a su valor formativo y su capacidad para fomentar en los niños el interés acerca del mundo natural (Bybee en Everaert, 2016). Esto representa un desafío significativo para las escuelas, las cuales deben priorizar el trabajo y desarrollo de la ciencia en su agenda escolar.La presente investigación se llevó a cabo en un liceo municipal de Estación Central, la cual explora la percepción de los docentes al implementar el método indagatorio en ciencias, respondiendo a la pregunta ¿Cómo se construye la agencia de un grupo de docentes en un liceo en Estación Central, al momento de implementar el método indagatorio en ciencias, en los niveles de transición mayor (NT2) de educación parvularia y primer año de educación básica (1EGB)? Esta investigación fenomenológica fue realizada con entrevistas semiestructuradas, y entre los principales hallazgos destacan el potencial que tiene la indagación como método en el proceso de aprendizaje de sus estudiantes, el rol mediador que llevan a cabo los docentes y cómo estos agencian su trabajo
There is now a consensus on the importance of starting science education early, due to its formative value and its ability to foster children’s interest in the natural world (Bybee in Everaert,2016). This represents a significant challenge for schools, which need to prioritise science work and development in their school agendas.The present research, carried out in a municipal school in Estación Central, explores teacher’s perceptions when implementing the inquiry method in science, answering the question: How is the agency of a group of teachers in a school in Estación Central constructed when implementing the inquiry method in science at the higher transition level (NT2) of kindergarten and first year of basic education (1EGB)? This phenomenological research was conducted with semi-structured interviews, and the main finding include the potential of inquiry as a method in the learning process of their students, the mediating role played by the teachers and how they manage their work.
There is now a consensus on the importance of starting science education early, due to its formative value and its ability to foster children’s interest in the natural world (Bybee in Everaert,2016). This represents a significant challenge for schools, which need to prioritise science work and development in their school agendas.The present research, carried out in a municipal school in Estación Central, explores teacher’s perceptions when implementing the inquiry method in science, answering the question: How is the agency of a group of teachers in a school in Estación Central constructed when implementing the inquiry method in science at the higher transition level (NT2) of kindergarten and first year of basic education (1EGB)? This phenomenological research was conducted with semi-structured interviews, and the main finding include the potential of inquiry as a method in the learning process of their students, the mediating role played by the teachers and how they manage their work.
Description
Tesis (Magister en Educación mención Estudios Curriculares )--Pontificia Universidad Católica de Chile, 2024
Keywords
Método indagatorio, Agencia docente, Decisiones, Inquiry method, Teacher agency, Decisions