From Lecture-Based Teaching to Active Participation: Systematization and Reflective Analysis of a Pedagogical Transformation in the General Bacteriology Course, University of Costa Rica
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| Médium: | artículo original |
| Stav: | Versión publicada |
| Datum vydání: | 2026 |
| Popis: | This paper presents the systematization and reflective analysis of a pedagogical transformation implemented in the thematic unit on microbial population control within the General Bacteriology course at the Universidad de Costa Rica, for third-year students in Microbiology and Clinical Chemistry. The methodological approach combined the systematization of experiences and action research from an interpretive-reflective perspective, using qualitative evidence and descriptive quantitative data. Initially, the unit was taught through lectures and primarily summative assessments. Therefore, an intervention was designed to strengthen cognitive interaction, evaluative communication, and a dialogic climate of participation. The analysis was based on the category matrix, the action plan, teaching and assessment tools, teaching records, and a post-exam student survey. The results showed progress in making student reasoning visible, the perceived usefulness of practice and feedback resources, and the clarity of assessment criteria. However, difficulties persisted in solving quantitative problems and in the equitable distribution of oral participation. Overall, the experience generated insights for a more critical, intentional, and formative teaching practice, although limited to a single thematic unit and a specific group. |
| Země: | Portal de Revistas UNA |
| Instituce: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Jazyk: | Español Inglés |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/22200 |
| On-line přístup: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/22200 |
| Klíčové slovo: | educationa innovations educational research formative evaluation student participation teaching practice evaluación formativa innovación educacional participación estudiantil práctica pedagógica investigación pedagógica |