Andamios de retiro gradual. Parte 2: Apoyos a la construcción de explicaciones en ciencia primaria
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Date
2020
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Abstract
El desarrollo de la competencia de explicar científicamente es un desafío para la educación primaria ya que combina habilidades cognitivas, lingüísticas y sustento científico. En contextos hispanoparlantes la investigación para orientar pedagógicamente la construcción de explicaciones en educación primaria es escasa. Este artículo aborda la implementación de un diseño pedagógico para la construcción de explicaciones científicas escolares con apoyo en un sistema de andamiajes. Se buscó facilitar el desarrollo de las habilidades para explicar y, a su vez, la adquisición de conceptos nuevos que forman parte del sustento científico. Los resultados muestran que los y las estudiantes progresaron paulatinamente en la construcción de explicaciones mientras se aplicó el andamiaje. Se discuten orientaciones para el diseño pedagógico de andamios que permitan apoyar la construcción de explicaciones científicas escolares en primaria, con base en esta experiencia, así como del sustento teórico y empírico detallado en la primera parte de este trabajo.
The development of the skills for constructing scientific explanations is challenging in primary education because it combines cognitive and linguistic elements, as well as a scientific support. Research in Spanish speaking contexts to orient the construction of explanations in the science classroom is scarce. This article addresses the implementation of instructional design for the construction of school scientific explanations with the support of fading scaffolds. The study sought to enhance the development of skills for explaining as well as the acquisition of new concepts which were part of the scientific support. The results show the students’ gradual progress on the construction of explanations while scaffolding was applied. We discuss orientations for the instructional design of scaffolding to support the construction of scientific explanations in primary education, based on this experience and, additionally, on the theoretical and empirical underpinning developed on the first part of this work.
The development of the skills for constructing scientific explanations is challenging in primary education because it combines cognitive and linguistic elements, as well as a scientific support. Research in Spanish speaking contexts to orient the construction of explanations in the science classroom is scarce. This article addresses the implementation of instructional design for the construction of school scientific explanations with the support of fading scaffolds. The study sought to enhance the development of skills for explaining as well as the acquisition of new concepts which were part of the scientific support. The results show the students’ gradual progress on the construction of explanations while scaffolding was applied. We discuss orientations for the instructional design of scaffolding to support the construction of scientific explanations in primary education, based on this experience and, additionally, on the theoretical and empirical underpinning developed on the first part of this work.
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Keywords
Andamiaje, Explicación científica escolar, Aprendizaje en ciencias, Diseño pedagógico, Scaffolding, School scientific explanation, Learning, Instructional design