El taller como modalidad de trabajo en la formación de docentes de Ciencias Naturales como alfabetizadores
Fecha
2015-06
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En este trabajo presentamos los resultados de una investigación que abarca diversas acciones para
formar a docentes de Ciencias Naturales de nivel medio como alfabetizadores de los textos
disciplinares de su área. A partir de la implementación de talleres, enfatizamos el análisis de (a) los
propósitos de lectura en relación con los objetivos de aprendizaje, (b) la estructura, léxico y
complejidad sintáctica de los textos disciplinares de manuales escolares y (c) el diseño de tareas
para las distintas etapas de la lectura. El objetivo de esta presentación es analizar la dinámica de los
talleres, focalizando en: la interacción de los docentes con los textos, las interacciones entre los
participantes, y el clima emocional y afectivo. El análisis de testimonios de los docentes nos
permite inferir que la modalidad de trabajo les ayudó a repensarse como lectores y como
alfabetizadores de los textos de Ciencias Naturales y favoreció el desarrollo de procesos cognitivos
constructivos sobre comprensión y aprendizaje a partir del texto disciplinar. En general, podemos
señalar que la propuesta resultó motivadora e innovadora ya que ofreció a los docentes una
Actas Congreso Nacional Subsede Cátedra Unesco UNR – octubre 2014
perspectiva de abordaje del texto disciplinar que no era la práctica habitual en sus clases de
ciencias.
This article presents the results of an investigation carried out with secondary school teachers of Natural Science who attended a training course on science text-literacy. By the implementation of workshops, we focused on the analysis of (a) the purposes of reading activities in relation to learning objectives, (b) the structure, lexical and syntactic complexity of texts of natural science from school textbooks and (c) the design of tasks for the different stages of reading comprehension. The objective of this work is to analyze the dynamism of the workshops, focusing on: the interaction of teachers with texts, the interactions between the participants, and the emotional and affective atmosphere. The analysis of teachers’ responses to a questionnaire allows us to infer that the way of approaching the topic made teachers rethink themselves as readers and as science texts literates and favoured the development of constructive cognitive processes on comprehension and learning from the discipline text. In general, we can say that the proposal was motivating and innovative since it offered the teachers a different perspective for approaching the science text which was not the usual reading practice in their science class.
This article presents the results of an investigation carried out with secondary school teachers of Natural Science who attended a training course on science text-literacy. By the implementation of workshops, we focused on the analysis of (a) the purposes of reading activities in relation to learning objectives, (b) the structure, lexical and syntactic complexity of texts of natural science from school textbooks and (c) the design of tasks for the different stages of reading comprehension. The objective of this work is to analyze the dynamism of the workshops, focusing on: the interaction of teachers with texts, the interactions between the participants, and the emotional and affective atmosphere. The analysis of teachers’ responses to a questionnaire allows us to infer that the way of approaching the topic made teachers rethink themselves as readers and as science texts literates and favoured the development of constructive cognitive processes on comprehension and learning from the discipline text. In general, we can say that the proposal was motivating and innovative since it offered the teachers a different perspective for approaching the science text which was not the usual reading practice in their science class.
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docentes, taller, alfabetización, textos disciplinares, Ciencias Naturales