UNIDAD DIDÁCTICA PARA ABORDAR EL CONCEPTO DE CÉLULA DESDE LA RESOLUCIÓN DE PROBLEMAS POR INVESTIGACIÓN
Resumen
El presente trabajo muestra la forma de construir y aplicar una unidad didáctica para aprendizaje de la célula en forma activa, utilizando para ello el aprendizaje basado en problema (ABP) por investigación ,acorde con las exigencias de renovación metodológica actual, para así llevar alestudiante a comprender el funcionamiento de la célula en un ser vivo. El trabajo se inicia estableciendo el diseño y estructura de la unidad, para lo cual considera realizar un análisis de los contenidos en diversos textos de estudio, explorar ideas previas de los estudiantes, establecer los fundamentos teóricos de la propuesta, construir problemas (ABP) de los procesos que ocurren en la célula. Se pretende de este modo promover en los alumnos el desarrollo de habilidades y actitudes en contextos significativos, a demás mediante su aplicación sistemática se espera que los estudiantes aprendan a tomar decisiones o hacer juicios basados en hechos y con información fundamentada. Las opiniones recibidas después de su aplicación piloto han sido muy favorables.
Palabras Clave: Unidad didáctica, Aprendizaje basado en problema (ABP), Célula, Aprendizaje
significativo, trabajo colaborativo.
DIDACTIC UNIT TO APPROACH THE CONCEPT OF CELL WITH PROBLEM
SOLVING THROUGH RESEARCH
Abstract
This paper shows how to build and implement a teaching unit for learning about the cell in an active way, using problem-based learning (PBL) through research, so as to lead the student in understanding the functioning of a living cell in agreement with the requirements of current methodological renewal. The paper begins by establishing the design and structure of the unit, for which it considers an analysis of the contents in various textbooks, the exploration of students' previous ideas, the theoretical foundations of the proposal, and the construction of problems (PBL) on the processes occurring in the cell. The intention is to encourage students to develop abilities and attitudes in meaningful contexts. In addition, it is expected that through its systematic implementation students will learn to make decisions or judgments based on facts and substantiated information. The feedback received after the pilot implementation has been very favorable.
Key words: Didactic unit, problem-based learning (PBL), cell, meaningful learning, collaborative work
Palabras Clave: Unidad didáctica, Aprendizaje basado en problema (ABP), Célula, Aprendizaje
significativo, trabajo colaborativo.
DIDACTIC UNIT TO APPROACH THE CONCEPT OF CELL WITH PROBLEM
SOLVING THROUGH RESEARCH
Abstract
This paper shows how to build and implement a teaching unit for learning about the cell in an active way, using problem-based learning (PBL) through research, so as to lead the student in understanding the functioning of a living cell in agreement with the requirements of current methodological renewal. The paper begins by establishing the design and structure of the unit, for which it considers an analysis of the contents in various textbooks, the exploration of students' previous ideas, the theoretical foundations of the proposal, and the construction of problems (PBL) on the processes occurring in the cell. The intention is to encourage students to develop abilities and attitudes in meaningful contexts. In addition, it is expected that through its systematic implementation students will learn to make decisions or judgments based on facts and substantiated information. The feedback received after the pilot implementation has been very favorable.
Key words: Didactic unit, problem-based learning (PBL), cell, meaningful learning, collaborative work
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