Directed Research as an Alternative in the Teaching of Science

 

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Detalles Bibliográficos
Autores: Moya Segura, Alejandro, Chaves Sibaja, Esteban, Castillo Rodríguez, Kenneth
Formato: artículo original
Estado:Versión publicada
Fecha de Publicación:2011
Descripción:This paper presents and analyzes a leamings trategy devoted to the teaching of Science which is called: guided research. It shows the historical origin of this strategy promoting a mandatory change in the banking and associationist teaching, a teaching model which takes into account the student and his teaching environment. It also explains a series of aspects to be used in the high school science classes in Costa Rica; as well as other metacognitive and constructivist trends in order to ensure a meaningful leaming on the studied topic considering the different leaming styles and multiple intelligences. lt also mentions the possible scope and limitations of the applied strategy. The main idea of using the guided research is that by using the scientific method, students built by themselves a body of knowledge that allows them to scientifically explain intriguing daily phenomena.
País:Portal de Revistas UNA
Institución:Universidad Nacional de Costa Rica
Repositorio:Portal de Revistas UNA
Lenguaje:Español
OAI Identifier:oai:ojs.www.una.ac.cr:article/4484
Acceso en línea:https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/4484
Palabra clave:enseñanza
ciencias
investigación dirigida
aprendizaje significativo
aprender
constructivismo
estrategias
aprendizaje
descubrimiento
conflicto
cognitivo
humanismo
metacognición
educación
bancaria
proceso
science teaching
guided research
meaningful learning
learning to learn
constructivism
learning strategies
discovery learning
cognitive conflict
humanism
metacognition
banking teaching
teaching process