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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| Tác giả: | |
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| Định dạng: | artículo original |
| Trạng thái: | Versión publicada |
| Ngày xuất bản: | 2026 |
| Miêu tả: | 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. |
| Quốc gia: | Portal de Revistas UNA |
| Tổ chức giáo dục: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Ngôn ngữ: | Español Inglés |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/22200 |
| Truy cập trực tuyến: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/22200 |
| Từ khóa: | educationa innovations educational research formative evaluation student participation teaching practice evaluación formativa innovación educacional participación estudiantil práctica pedagógica investigación pedagógica |