Science teaching, practical sessions under the directed research aproach for the strengthening of scientific competences
Abstract
In a context of low academic results and lack of basic scientific skills for the solving problem and based on facts decisionmaking, the present research aimed at the development and implementation of a chemestry teaching approach through practical work based on the directed research perspective, which will help the scientific competences development. In this way, with an investigation-action approach, which divides the work in two moments: the first one recovers those aspects of the current science teaching problem related to the lack of science competences in obligatory education, and the teorical fundament that supports the intervention proposal of the second moment, being this one the disign, implementation and evaluation process of a serie of didactic secuences for the chemestry practice work under the directed research´s perspective. The implementation of the didactic secuences was performed with a 45 students group belonging to the Colegio de Bachilleres del Estado de Tamaulipas´ school in Mexico, being this one of the multiple Middle Education subsystems of this country. By having different phases, the research has a mixed methodology that goes from indicators quantification for the science competence evaluation (comunication of findings) until the qualitative description by way of case study of the accademic products delivered by the students. The obtained results suggest that it is possible to implement practical sesions under a research approach that get students closer to the scientists work, and this is not limitated to an specific space (like a laboratory), but it is able to make it happen in any enviorment where science can be done and also in distance education modality. In addition to, the didactic secuences that were implemented strengthened different abilities, however, the evaluation was focused in the capability of students to comunicate their findings orally and in academic writing, where four students who were assessed showed a small progress between the first and the last sesion (considering they were two secuences) specially in aspects such as scientific language appropriation and the ability to link their findings with previous hypothesis and research questions.
Downloads
This work is licensed under a Creative Commons Attribution 4.0 International License.
In order to promote the development and dissemination of research in education in Latin America, the Ibero-American Journal for Educational Research and Development (RIDE) adhered to the Budapest Open Access Initiative, which is why it is identified as a Open access publication. This means that any user can read the complete text of the articles, print them, download them, copy them, link them, distribute them and use the contents for other purposes. Creative Cummons licenses allow users to specify the rights to use an open access journal available on the Internet in such a way that users know the rules of publication. Authors who publish in this journal accept the following conditions: Authors they keep the author's rights and give the magazine the right of the first publication, with the work registered with the attribution license of Creative Commons, which allows third parties to use the published material whenever they mention the authorship of the work and the first publication in this The authors can make other independent and additional contractual agreements for the non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) as long as they clearly indicate that The work was published for the first time in this magazine. Authors are allowed and recommended to publish their work. low on the Internet (for example on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and to a greater and faster dissemination of the published work
