La flotabilidad a examen en las aulas de infantil. Evaluación del nivel de guía del docente
Resumen
El trabajo analiza las ideas de los escolares de 4-5 años sobre flotabilidad y los aprendizajes generados por dos tipos de intervención que difieren en el nivel de guía: enseñanza receptiva (ER) y ER más instrucción explícita (ERIE). Los participantes tienen, inicialmente, dificultades para conceptualizar la flotabilidad, ideas contradictorias y carencias en la resolución de problemas sobre este fenómeno. Consideran el factor peso como prioritario para que un objeto flote o se hunda. La intervención mejora la capacidad de descripción y de resolver diferentes situaciones sobre flotabilidad, aunque significativamente más en los grupos que siguen una metodología de tipo ERIE. Separados por edad (4 y 5 años), la influencia de la guía es más acusada en los menores. Se concluye que la instrucción explícita en la enseñanza de fenómenos científicos debe considerarse a la hora de programar las actividades.
Palabras clave
Educación infantil, Ciencias, Flotabilidad, Guía del maestroCitas
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Derechos de autor 2021 Esther Paños Martínez, Paula Martínez Rodenas, José Reyes Ruiz-Gallardo
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
