Examinando por Autor "Flores Gutiérrez, José Ovidio"

Mostrando 1 - 2 de 2

Acceso abierto
La construcción del concepto de masa a partir de la argumentación científica en estudiantes del grado décimo de la institución educativa Antonio Reyes Umaña
(Universidad Privada Norbert Wiener, 2020-09-29) Martínez Muñoz, Juan Carlos; Flores Gutiérrez, José Ovidio
The research assessed the didactic unit design for the building of the mass concept in formal terms with the purpose to be accepted and applied in the academic community. For such purpose , it is set , a descriptive correlational non-experimental transactional research, with a mixed approach, this is proposed for a population of 95 students of tenth grade , taking a sample of 27 students., the result allows to know that the didactic unit proposal and implemented throw a positive result , it allows to suggest the used in the construction of the concept in the categories of the mass, in the same way, the grade of scholarship influences the application of the concept, due to that the categories depend on the level of abstraction.
Acceso abierto
Incidencia de la unidad didáctica en el desarrollo de las competencias científicas en estudiantes del grado quinto de la institución educativa exalumnas de la presentación Ibagué, Colombia – 2019
(Universidad Privada Norbert Wiener, 2021-01-09) Morales Torres, Adriana; Flores Gutiérrez, José Ovidio
This research analyzed the development of scientific thinking competencies in the teaching of Natural Sciences through the design and implementation of a didactic unit based on the Nature of Science (NoS), focused on the properties of matter and chemical change, with fifth-grade students at Exalumnas de la Presentación Educational Institution (Ibagué, 2019). The study addressed the limited integration of the history, philosophy, and sociology of science in classroom practice, which restricts students’ meaningful understanding of scientific knowledge. The methodology was descriptive and interpretative, with a mixed-methods approach and an action research design. The results showed progress in students’ understanding of the Nature of Science, although traditional conceptions of the scientist as an absolute authority still persist. The findings also highlighted the need to strengthen skills such as observation, exploration, explanation, argumentation, and experimentation, as well as to improve reading comprehension. It is concluded that the implementation of contextualized didactic units promotes the development of scientific competencies, active participation, collaborative work, and meaningful learning experiences. The study also emphasizes the importance of teachers innovating their strategies and integrating the historical and social dimensions of science to achieve more comprehensive scientific literacy.