Didactic content knowledge evaluation on critical thinking in environmental education of a teacher through the application of the Teaching and Learning Sequence “Doña Juana y yo” to eighth grade students
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34624/id.v11i2.5872 |
Resumo: | The CyTPENCRI project (Education of scientific, technological and critical thinking skills through the teaching of topics of a science and technology nature), proposes, as one of its objectives, to evaluate the improvement of teachers’ teaching competence through the development of critical thinking and didactic content knowledge (CDC). This article presents the experience of a science teacher, collaborator of the CyTPENCRI project, when applying the Teaching-Learning Sequence (TLS): “Doña Juana y yo” to a group of 28 eighth grade students, about the problematic that represents a filling sanitary such as that of Doña Juana, in Bogotá, Colombia, in a place close to the Institution and the communities. In the development of the research, the teacher performs the planning of the three phases: apply the pretest, develop the SEA and apply the posttest. Afterwards, the teacher reflects on her teaching action and uses two complementary ways to collect and present in writing the information on the Didactic Content Knowledge (CDC). The central concept of the nature of science and technology developed by the SEA is that environmental education must be based on reflective and critical knowledge of its reality. This is analyzed with three ideas: Need to recognize the complex relationships of individuals with their natural, social, political and cultural environment; articulate scientific and technological knowledge with social and environmental knowledge, and enhance critical and creative thinking skills. |
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Didactic content knowledge evaluation on critical thinking in environmental education of a teacher through the application of the Teaching and Learning Sequence “Doña Juana y yo” to eighth grade studentsEvaluación del conocimiento didáctico del contenido sobre el pensamiento crítico en educación ambiental de una profesora al aplicar la Secuencia de Enseñanza y Aprendizaje “Doña Juana y yo” a estudiantes de octavo gradoThe CyTPENCRI project (Education of scientific, technological and critical thinking skills through the teaching of topics of a science and technology nature), proposes, as one of its objectives, to evaluate the improvement of teachers’ teaching competence through the development of critical thinking and didactic content knowledge (CDC). This article presents the experience of a science teacher, collaborator of the CyTPENCRI project, when applying the Teaching-Learning Sequence (TLS): “Doña Juana y yo” to a group of 28 eighth grade students, about the problematic that represents a filling sanitary such as that of Doña Juana, in Bogotá, Colombia, in a place close to the Institution and the communities. In the development of the research, the teacher performs the planning of the three phases: apply the pretest, develop the SEA and apply the posttest. Afterwards, the teacher reflects on her teaching action and uses two complementary ways to collect and present in writing the information on the Didactic Content Knowledge (CDC). The central concept of the nature of science and technology developed by the SEA is that environmental education must be based on reflective and critical knowledge of its reality. This is analyzed with three ideas: Need to recognize the complex relationships of individuals with their natural, social, political and cultural environment; articulate scientific and technological knowledge with social and environmental knowledge, and enhance critical and creative thinking skills.El proyecto CyTPENCRI (Educación de las competencias científica, tecnológica y pensamiento crítico mediante la enseñanza de temas de naturaleza de ciencia y tecnología), plantea como uno de sus objetivos, evaluar la mejora de la competencia docente del profesorado a través del desarrollo del pensamiento crítico y el conocimiento didáctico del contenido (CDC). Este artículo presenta la experiencia de una profesora de ciencias, colaboradora del proyecto CyTPENCRI, al aplicar la Secuencia de enseñanza y aprendizaje (SEA) “Doña Juana y yo” a un grupo de 28 estudiantes de octavo grado, sobre la problemática que representa un relleno sanitario como el de doña Juana, en Bogotá, Colombia, en un lugar próximo a la Institución y las comunidades. En el desarrollo de la investigación, la profesora realiza la planeación de las tres fases: aplica el pretest, desarrolla la SEA y aplica el postest. Posteriormente, la profesora reflexiona sobre su acción docente y utiliza dos formas complementarias para recoger y presentar por escrito la información sobre el Conocimiento Didáctico del Contenido (CDC). El concepto central de naturaleza de ciencia y tecnología que desarrolla la SEA es: la educación ambiental debe basarse en el conocimiento reflexivo y crítico de su realidad, y se desglosa con tres ideas: Necesidad de reconocer las complejas relaciones de los individuos con su entorno natural, social, político y cultural; articular los conocimientos científicos y tecnológicos con los sociales y ambientales y, potenciar habilidades para pensar de forma crítica y creativa.O projeto CYTPENCRI1(Educação de competências científicas, tecnológicas e de pensamento crítico, ensinando assuntos natureza da ciência e tecnologia), propõe como um dos seus objectivos, avaliar a melhoria das competências de ensino dos professores através do desenvolvimento do pensamento crítico e Conhecimento Didático do Conteúdo (CDC). Este artigo apresenta a experiência de uma professora de ciências, colaboradora do projeto CyTPENCRI, ao aplicar a Sequência de Ensino e Aprendizagem (SEA) “Doña Juana e eu” para um grupo de 28 alunos da oitava série sobre os problemas que representa um enchimento sanitários como o de Dona Juana, em Bogotá, Colômbia, em local próximo à Instituição e às comunidades. No desenvolvimento da pesquisa, a professora faz o planeamento em três fases: aplicação do pré-teste, desenvolvimento da SEA e aplicação do pós-teste. Posteriormente, a professora reflete sobre a sua ação docente e utiliza duas formas complementares para recolher e apresentar, por escrito, a informação relacionada com o Conhecimento Didático do Conteúdo (CDC). O conceito central da natureza da ciência e tecnologia desenvolvido pela AAE é: a educação ambiental deve basear-se no conhecimento reflexivo e crítico de sua realidade e é dividida em três ideias: Necessidade de reconhecer as complexas relações dos indivíduos com seu ambiente natural. social, política e cultural; Articular o conhecimento científico e tecnológico com o conhecimento social e ambiental e aprimorar as habilidades de pensamento crítico e criativo.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2019-10-14info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v11i2.5872https://doi.org/10.34624/id.v11i2.5872Indagatio Didactica; Vol 11 No 2 (2019); 31-48Indagatio Didactica; Vol. 11 Núm. 2 (2019); 31-48Indagatio Didactica; Vol. 11 No 2 (2019); 31-48Indagatio Didactica; vol. 11 n.º 2 (2019); 31-481647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPspahttps://proa.ua.pt/index.php/id/article/view/5872https://proa.ua.pt/index.php/id/article/view/5872/4327Restrepo, María Mercedes CallejasRuíz, Deyanira Medinainfo:eu-repo/semantics/openAccess2023-09-22T10:17:25Zoai:proa.ua.pt:article/5872Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:16.387172Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Didactic content knowledge evaluation on critical thinking in environmental education of a teacher through the application of the Teaching and Learning Sequence “Doña Juana y yo” to eighth grade students Evaluación del conocimiento didáctico del contenido sobre el pensamiento crítico en educación ambiental de una profesora al aplicar la Secuencia de Enseñanza y Aprendizaje “Doña Juana y yo” a estudiantes de octavo grado |
title |
Didactic content knowledge evaluation on critical thinking in environmental education of a teacher through the application of the Teaching and Learning Sequence “Doña Juana y yo” to eighth grade students |
spellingShingle |
Didactic content knowledge evaluation on critical thinking in environmental education of a teacher through the application of the Teaching and Learning Sequence “Doña Juana y yo” to eighth grade students Restrepo, María Mercedes Callejas |
title_short |
Didactic content knowledge evaluation on critical thinking in environmental education of a teacher through the application of the Teaching and Learning Sequence “Doña Juana y yo” to eighth grade students |
title_full |
Didactic content knowledge evaluation on critical thinking in environmental education of a teacher through the application of the Teaching and Learning Sequence “Doña Juana y yo” to eighth grade students |
title_fullStr |
Didactic content knowledge evaluation on critical thinking in environmental education of a teacher through the application of the Teaching and Learning Sequence “Doña Juana y yo” to eighth grade students |
title_full_unstemmed |
Didactic content knowledge evaluation on critical thinking in environmental education of a teacher through the application of the Teaching and Learning Sequence “Doña Juana y yo” to eighth grade students |
title_sort |
Didactic content knowledge evaluation on critical thinking in environmental education of a teacher through the application of the Teaching and Learning Sequence “Doña Juana y yo” to eighth grade students |
author |
Restrepo, María Mercedes Callejas |
author_facet |
Restrepo, María Mercedes Callejas Ruíz, Deyanira Medina |
author_role |
author |
author2 |
Ruíz, Deyanira Medina |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Restrepo, María Mercedes Callejas Ruíz, Deyanira Medina |
description |
The CyTPENCRI project (Education of scientific, technological and critical thinking skills through the teaching of topics of a science and technology nature), proposes, as one of its objectives, to evaluate the improvement of teachers’ teaching competence through the development of critical thinking and didactic content knowledge (CDC). This article presents the experience of a science teacher, collaborator of the CyTPENCRI project, when applying the Teaching-Learning Sequence (TLS): “Doña Juana y yo” to a group of 28 eighth grade students, about the problematic that represents a filling sanitary such as that of Doña Juana, in Bogotá, Colombia, in a place close to the Institution and the communities. In the development of the research, the teacher performs the planning of the three phases: apply the pretest, develop the SEA and apply the posttest. Afterwards, the teacher reflects on her teaching action and uses two complementary ways to collect and present in writing the information on the Didactic Content Knowledge (CDC). The central concept of the nature of science and technology developed by the SEA is that environmental education must be based on reflective and critical knowledge of its reality. This is analyzed with three ideas: Need to recognize the complex relationships of individuals with their natural, social, political and cultural environment; articulate scientific and technological knowledge with social and environmental knowledge, and enhance critical and creative thinking skills. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-10-14 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34624/id.v11i2.5872 https://doi.org/10.34624/id.v11i2.5872 |
url |
https://doi.org/10.34624/id.v11i2.5872 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/5872 https://proa.ua.pt/index.php/id/article/view/5872/4327 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
dc.source.none.fl_str_mv |
Indagatio Didactica; Vol 11 No 2 (2019); 31-48 Indagatio Didactica; Vol. 11 Núm. 2 (2019); 31-48 Indagatio Didactica; Vol. 11 No 2 (2019); 31-48 Indagatio Didactica; vol. 11 n.º 2 (2019); 31-48 1647-3582 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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