Abstract

El aula es un espacio donde el docente puede poner al estudiante en el rol de un cientifico a traves del empleo de modelos para predecir y explicar nuevos fenomenos del conocimiento (Bahamonde y Galindo 2016). Esto pone en palabras que los alumnos son constructores de su conocimiento y que aprender Ciencias significativamente implica recrear las teorias en sistemas de representacion internas donde los conceptos estan relacionados, y que a partir de la investigacion accion pueden ser identificados (Gentiletti 2012). El objetivo de esta investigacion es analizar los modelos mentales iniciales de los estudiantes, y compararlos con los modelos mentales finales que elaboran luego de varias intervenciones didacticas de corte socioconstructivista. Se realiza un estudio de tipo cualitativo y cuantitativo donde se estudio el proceso de aprendizaje autorregulado y guiado por el docente sobre estructura y funcion del Sistema Cardiovascular en 57 estudiantes universitarios de la Carrera del Profesorado en Ciencias Biologicas (UNLPam, Argentina). Se analizaron retrospectivamente producciones obtenidas a lo largo de los anos, a partir de una consigna y del empleo del Modelo didactico analogico (MDA) (Galagovsky y Aduriz-Bravo 2001). Se solicito al estudiante que realizase un esquema del Sistema Cardiovascular con sus conocimientos previos (modelo mental inicial) y que luego de modificaciones personales; de trabajo colaborativo entre pares y la intervencion docente con enfoque pedagogico en la interdisciplina efectuara un esquema final individual (modelo mental final). Se encontro que del esquema inicial al final se incremento significativamente el numero de conocimientos o ideas claves es decir, la diferencia de efecto medio fue - 2,01 a favor de los modelos mentales finales (t=-12,05 ; p < 0.01; g.l. 1). La investigacion accion presentada es innovadora en la ensenanza universitaria porque evidencia que pos intervencion pedagogica los estudiantes reconfiguraron significativamente los modelos mentales iniciales con una mirada positiva a las Ciencias en el tratamiento pedagogico del Sistema cardiovascular. Palabras clave: Modelo didactico analogico; interdisciplina; formacion del profesorado; modelos mentales; sistema cardiovascular. Analog didactic model as a mediator of university teaching and learning of the Cardiovascular System Abstract: The classroom is a space where the teacher can put the student in the role of a scientist through the use of models to predict and explain new phenomena of knowledge (Bahamonde and Galindo 2016). This puts into words that students are builders of their knowledge and that learning science significantly implies recreating theories in internal representation systems where concepts are related, and that from action research can be identified (Gentiletti 2012). The objective of this investigation is to analyze the initial mental models of the students, and compare them with the final mental models that they elaborate after various didactic interventions of a socio-constructivist nature. A qualitative and quantitative study was carried out where the self-regulated and teacher-guided learning process on the structure and function of the Cardiovascular System was studied in 57 university students of the Biological Sciences Teaching Career (UNLPam, Argentina). Productions obtained over the years were analyzed retrospectively, based on a slogan and the use of the Analogue Teaching Model (MDA) (Galagovsky and Aduriz-Bravo 2001). The student was asked to make a scheme of the Cardiovascular System with his previous knowledge (initial mental model) and after personal modifications; Collaborative work between peers and the teaching intervention with a pedagogical focus in the interdiscipline will carry out an individual final scheme (final mental model). It was found that from the initial scheme to the end the number of knowledge or key ideas increased significantly, that is, the difference in the mean effect was - 2.01 in favor of the final mental models (t = -12.05; p <0.01; gl 1). The action research presented is innovative in university education because it shows that after pedagogical intervention, students significantly reconfigured the initial mental models with a positive view of the Sciences in the pedagogical treatment of the cardiovascular system. Keywords: analog didactic model; interdisciplinary; teacher training; mental models; cardiovascular system.

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