Scientific Thinking in Education
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ScribdTranslationsScientific Thinking in Education
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ScribdTranslationsFORMATIVE FIELD: Knowledge and scientific thinking
GENERAL DESCRIPTION OF THE FIELD
Interest and interaction with the world broaden knowledge that diversifies; it allows them to build
knowledge, use them and share them
Learning Object: Understanding and explanation of phenomena, natural processes.
Phenomena and natural processes: Human body, living beings, matter, energy, health, environment
ambiente, tecnología, aritmétca, geometría, medición, variación, estadístca, álgebra, probabilidad.
The knowledges are not the same as knowledge; the former come from the latter.
And they are built in all relativity.
Foster the ability to: analyze dismany conceptions of the world and learning to make decisions
about the most appropriate explanation to understand reality in a complex way and enables the
development of critical thinking.
Scientific thinking involves the development of skills such as inquiring, interpreting,
model, argue, explain and experiment.
Challenge for the Teacher in the Classroom: Arparticular in class science and mathematics: Through the
interpretation of phenomena and the resolution of complex problems. Identify a progression
series and series articulation
Challenge for the Student: concepts to tackle the complex problems of today's world. That the
students see mathematics as a systematic body of knowledge and not just as
disconnected concepts and processes.
Examples of processes to develop in the classroom:
Construction of theories and models
Collection and analysis of data from observations or experiments
Test evaluation
Building arguments
A graduation profile for the student:
Explain, interpret and understand what happens around you
Participate in problem-solving
Generate and express personal opinions
Contribute to the sustainable transformation of the community
Purposes:
That the NNA acquire and develop knowledge gradually, rationally, experientially, and consciously.
relationship with natural phenomena, mathematics and its connection to the social, which implies:
Understand and explain processes and phenomena based on scientific thinking and knowledge.
by means of...
Inquiry
Interpretation
Experimentation
Systematization
Modeling of processes and phenomena
Argumentation
Formulation and resolution of problems
Communication of findings
Reasoning
Formulation, comparison, and practice of procedures and algorithms
Explain models
2. Consider the scientific and technical language as a form of oral, written, and graphical expression.
digital.
3. Recognize and use different methods in the construction of knowledge.
4. Equal social and intercultural relationships and relationships to care for the environment and
transform the community in a sustainable way.
5. Approach to scientific and technological knowledge.
6. Appropriation and use of technical and scientific language as a means of oral and written communication.
graphic and digital to establish new relationships, build knowledge, and explain models.
SPECIFICITIES OF THE FORMATIVE FIELD FOR PHASE 6
In this phase, one moves from notions to concepts, strengthening skills, attitudes, and values related to
informed skepticism and critical thinking to face dilemmas and make responsible decisions. It
advances in abstraction and complexity and promotes scientific thinking. Develop the learnings
based on the approach of problem situations. A systemic perspective oriented towards is required
solutions, design of experimental activities where they are described, recorded, argued, and formalized
the interpretations of phenomena and natural and sociocultural processes. It is about strengthening the
scientific thinking. Knowledge must come from the skills to inquire, interpret,
argue and explain the environment and influence the relevant problems of the community, considering the
objectivity, rationality, and systematization.
What do the disciplines articulate with? Situations that are relevant to the individual and the
community.
Examples of problems or situations:
Climate change
Protection of the environment.
Interrelationship of sexual, cultural, and social diversity.
Care of the human body and health.
Equality between men and women
Citizen participation
EVALUATION
Subjects that correspond to this field: Mathematics, Biology, Physics, and Chemistry.
6.3 The Assessment of Learning. (Curriculum for Preschool, Primary and
Secondary. Page 79
The evaluation of learning is part of the formative process and is within the relationship.
pedagogical teacher-student relationship and within a curriculum that integrates knowledge and skills from the
reality of the students. It is based on the pedagogical relationship between teachers and their students
within the framework of the classroom, the school, and the community, understood as spaces of interdependence and
interrelation for the construction of knowledge and understanding.
Function: To provide feedback on the educational process through dialogue between teachers and students
that triggers self-reflection processes in both parties to identify achievements and elements
For working, the obstacles that have arisen and, if applicable, outline improvement actions.
Elements: Participation, systematic observation, personalized and contextualized of what has been achieved
for the students.
It is assessed to highlight the path taken and the one that still needs to be traveled in order to emit a
pertinent valuation always provisional.
The first moment of the Evaluation: It is the formative Evaluation; it focuses on the follow-up that
teachers carry out the learning process of students in relation to their context.
A central aspect of formative assessment is to work with students' errors in a
Didactic strategy to interpret the meaning of error and agree on an action strategy.
It is not about: counting tasks, the number of attendances, the percentage of requirements, the
passed exams... it's about judging whether what the student did is right or wrong. After the
evaluation can suggest actions to resolve, improve, or deepen a topic, project, or a
situation of daily life, or improve the teaching methods used.
It is required that they experiment with the error in concrete situations. This is the way in which the
formative evaluation contributes to consolidating the school as a public space where
any of its members can make mistakes and improve.
What do we rely on to distinguish the contents that have substantive value in the discipline for
learning from one or more disciplines in the same educational field? In observation, reflection and
feedback on teaching and learning situations.
Teacher's task: Build realistic representations of learning through observation.
What does formative observation consist of: in knowing the level of mastery of knowledge and understandings already.
reached in a phase or degree; at a certain moment in the learning process, to the methods
didactic employees, as well as their relationship with colleagues taking into account their interests and
needs. (Page 83).
Concept of School:democratic training space where teachers, girls, boys,
adolescents, authorities, administrative staff, workers organize to
express their viewpoints and make different decisions.
The School and the Community are united by two elements: Interdependence and influence.
Concept of Community: It is the framework where multiple possibilities exist to achieve
problem-solving strategies that are generated within your territory.
Educational approach: Problem-solving, project development, social exchange and
individual emancipation.
The Role of the Teacher: to enable students to construct their own meanings about
people, the places and the actions of everyday life; they value the territory in which they are located
school, home, families, and communities; they are encouraged to live values in favor of well-being
collective, as well as to know and exercise their rights as well as their responsibilities within a framework
broad principles taken from the community, the region, the country, and the world.