Un diseño virtual para una capacitación docente que promueva una configuración colaborativa en la reconstrucción e integración de conocimientos.
Fecha
2011
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Editor
Universidad Nacional de Rosario. Facultad de Humanidades y Artes. Escuela de Ciencias de la Educación
Resumen
Descripción
La realidad social del siglo XXI nos enfrenta a numerosos retos en relación a la
formación docente. Su nuevo rol, lleva a que su capacitación sea también un fuerte
desafío. La ausencia de propuestas de capacitación disciplinar en el área de Biología
nos motivó a diseñar, aplicar y evaluar un curso denominado “Plantas Transgénicas:
Mitos y Realidades” para Profesores de Ciencias Biológicas y Químicas a través del
Aprendizaje Basado en Problemas (ABP) y mediado por las TIC. El propósito de esta
intervención fue generar una propuesta que potenciara intercambios y búsquedas de
información desde diversas perspectivas a los fines de lograr una mirada holística de
la complejidad de la temática. Es decir, no impostar información desde la transmisión
sino desde la conformación de una verdadera comunidad virtual de investigación
guiada, pero no estructurada, que permitiese suscitar interrogantes desde los mismos participantes y llegar a consensos de manera independiente. El objetivo de este
trabajo se centra en mostrar cómo un diseño de formación puede provocar procesos
cognitivos creativos en la reconstrucción e integración de conocimientos en entornos
virtuales de enseñanza y de aprendizaje.
The social reality of the XXI century confront us to many challenges about training teacher. The teacher’s new role also makes your training be a challenge. The lack of disciplinary training teacher proposals in the Biology area motivated us to design, apply and evaluate a course called “Transgenic plants: myths and realities”. Biology and Chemistry teachers participated as students in the course. The proposal used Problem Based Learning (PBL) and mediating structures, based on Information Technology and Communication (ITC), were also used. The aim of this proposal was to foster the exchange and bibliographic search from different perspectives in order to achieve a holistic view of the complexity of the subject. That is to say, not impose inforamation through transmition but through from the formation of a true guided virtual research community. This comunity is not structured and allows that the students to ask questions and building agreements through an independient way. The aim of this papers is to show how a formative design can promote creative cognitive processes in the reconstruction and integration of knowledge in virtual teaching and learning.
The social reality of the XXI century confront us to many challenges about training teacher. The teacher’s new role also makes your training be a challenge. The lack of disciplinary training teacher proposals in the Biology area motivated us to design, apply and evaluate a course called “Transgenic plants: myths and realities”. Biology and Chemistry teachers participated as students in the course. The proposal used Problem Based Learning (PBL) and mediating structures, based on Information Technology and Communication (ITC), were also used. The aim of this proposal was to foster the exchange and bibliographic search from different perspectives in order to achieve a holistic view of the complexity of the subject. That is to say, not impose inforamation through transmition but through from the formation of a true guided virtual research community. This comunity is not structured and allows that the students to ask questions and building agreements through an independient way. The aim of this papers is to show how a formative design can promote creative cognitive processes in the reconstruction and integration of knowledge in virtual teaching and learning.
Palabras clave
Estrategias Didácticas, Virtualidad, Colaboración, Didactic Strategies, Virtuality, Colaboration