Disquisiciones acerca de la enseñanza y aprendizaje de la Biología en educación secundaria
Palabras clave:
enseñanza, aprendizaje, educación secundaria, BiologíaResumen
Este artículo es un extracto de una investigación cualitativa en proceso, de tipo fenomenológica con apoyo en la hermenéutica, orientada a generar una aproximación teórica en torno a los dilemas y disquisiciones de la enseñanza y aprendizaje de la Biología en Educación Media. La entrevista en profundidad aplicada a tres profesores de esta área permitió identificar la información que se categorizó y codificó. Las categorías fueron: dilemas en la enseñanza, percepciones del aprendizaje y capacitación del docente. Desde allí emergieron las subcategorías que connotan los hallazgos característicos de las disquisiciones en la enseñanza y aprendizaje de la Biología, al focalizar la superación de lecturas y guías prediseñadas, pues no se aprovecha el material tecnológico, las actividades de campo son limitadas, es poca la variabilidad de las estrategias didácticas, la planificación debe ser más dinámica al asumir situaciones emergentes en los eventos teórico prácticos con el uso de las tic, el despliegue de estrategias de acuerdo al estilo de aprendizaje, la creación de recursos didácticos y la aplicación de la pedagogía por procesos. Las reflexiones surgen al pensar en la congruencia que ha de existir entre el saber hacer y el hacer efectivo de la enseñanza y los aprendizajes en esta ciencia.
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