Examinando por Materia "Scientific thinking"
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- PublicaciónAcceso abiertoLa huerta escolar: un escenario de interacción que permite al docente acompañar el desarrollo del pensamiento científico de los niños de jardín del Hogar Infantil Gus Gus(2017) Marín Toro, Clara Isabel; Morales Hernández, Yudy Juliana; Ramírez Santamaría, Luisa María; Román Betancur, Gloria ElenaThe present work aims to analyze the school vegetable garden as an interaction scenario that allows the teacher to support the development of the scientific thinking in children of the kindergarten Hogar Infantil Gus Gus. This is achieved through the elaboration and implementation of a research project that it allows the development of scientific thinking skills with both the teacher's assistance, as a mediator and facilitator, and trained people in the subject of school vegetable gardens. The proposal is carried out by means of the intrinsic case study methodological approach. This process allows to the comprehension and reflection about that subject through a direct interaction with the children on the application of diverse activities, developing each scientific thinking skill.
- PublicaciónAcceso abiertoEl pensamiento científico : una manera de fortalecer las narrativas orales en los niños del grado 2ª de la Institución Educativa Concejo Municipal el Porvenir, Sede Escuela Eduardo Uribe Botero(2018) Álvarez Gaviria, Lina Marcela; López Díaz, Diana; Ordoñez Luna, Cindy Johana; Sánchez Monsalve, Luz Dary; Cárdenas Guzmán, MarielaThis research work aims at analyzing how scientific thinking strengthens children’s oral narratives in second grade I of the Educational Institution Municipal Council El Porvenir, Eduardo Uribe Botero School Headquarters, where they can express and strengthen their critical and reflective thinking through inquiry, hypothesis and experiments about them and the world around them. The data collection methods applied in the classroom allowed the students to contribute significantly to each activity proposed, where their knowledge was compared to the theory and the results obtained. When a correlation with the world is created through science, scientific thinking is developed, which allows us to perceive the environment, to develop analytical skills for oral as well as corporal expression, which leads children to understand each phenomenon they interact with through astonishment, discovery, the taste to learn and to be surprised of everyday life and what is new in the universe. Key words: scientific thinking, oral narratives, to explore, to experiment, science, curiosity, natural phenomena, corporal expression, fantasy.
- PublicaciónAcceso abiertoEl pensamiento científico infantil, experiencia de dos instituciones educativas de Medellín en la Educación Preescolar(2020) Arango Pérez, Diana Marcela; Londoño Jaramillo, Martha Elena; Mejía Muñoz, Claudia Patricia; Ríos Estrada, Beatriz ElenaThe objective of this research is to describe the different elements of conceptual and methodological order contained within the Institutional Educacional Projet, of two educational institutions in Medellín city, referring to the approach of child scientific thought in preschool education, in order to strengthen curricula and pedagogicalpractices of teachers, formative processes of the boys and girls of initial level where they are allowed to promote exploration, inquiry, hypothesis formulation and experimentation through the recognition of exploration the environment as one of the guiding activities from early childhood that favor development of scientifc thinking on children.The methodology used were a multiple case study, where different techniques and instruments were applied that allowed a triangulation process carried out between the review and analysis comparing what the Ministry of Education proposed, the institutional documents of each investigators and the pedagogical practices of the teachers, evidencing that the exploration of the environment becomes an articulating axis inthe process of the children's scientific development thought, therefore, in the formative process of transition grade students