Estrategias didácticas para la comprensión crítica en el proceso de enseñanza - aprendizaje en el área de Ciencias Naturales.
Didactic strategies support procedures in a flexible way in the teaching-learning process so that the teacher incorporates the strategies according to the need that the student requires to develop critical thinking and build meaningful learning. Therefore, the objective of the research is to analyze...
Αποθηκεύτηκε σε:
| Κύριος συγγραφέας: | |
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| Μορφή: | bachelorThesis |
| Γλώσσα: | spa |
| Έκδοση: |
2023
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| Θέματα: | |
| Διαθέσιμο Online: | http://repositorio.utc.edu.ec/handle/27000/11539 |
| Ετικέτες: |
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Προσθήκη ετικέτας | Περίληψη: | Didactic strategies support procedures in a flexible way in the teaching-learning process so that the teacher incorporates the strategies according to the need that the student requires to develop critical thinking and build meaningful learning. Therefore, the objective of the research is to analyze the incidence and practice of didactic strategies based on problems, to strengthen critical and reflective understanding by integrating significant experiences in the area of Natural Sciences, which contribute to the teaching-learning process. The research was carried out from the conceptual-theoretical guide to achieve the objective vision of the study. Thus, it was also based on the mixed approach, for this modality the interview technique applied to the authority of the institution and teacher was used, also it was supported by a survey form answered by the students of the Educational Unit "Belisario Quevedo" Pujilí canton, Cotopaxi Province. In the results, the outdated use of didactic strategies and didactic resources in the pedagogical environments by the teacher was evidenced, since they do not favor the integration in the collaborative and cooperative learning of the students. Also, teachers must be the fundamental pillars in the teaching-learning process, therefore, updating teachers is essential to improve the teaching-learning process. |
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