Maestría en Pedagogía · 2022

Hacer visible el pensamiento de los estudiantes de tecnología y física, generando transformación en las prácticas de enseñanza

The work presented below is the research carried out by a secondary school teacher from the I E Nicolás Manrique of the municipality of Gigante Huila in the rural sector for the area of technology and computing and also physics. This research is done around the transformation of their teaching practices after carrying out teaching cycles in which they reflect on each of the constitutive actions: planning, implementation, and evaluation. The cycles are observed by fellow teachers under the Lesson Study (LS) methodology, this serves to reflect before, during and after the teaching practice (PE). This project is also structured with the help of an action research design with a qualitative approach that describes the relevant aspects that are happening in PE. It is also important to mention that the transformation of PE in its constitutive actions of teaching, bets on making students' thinking visible and from these begin to build more structured knowledge that allows them to express themselves correctly in their communities. This goal was addressed using the Before I Thought ¿ Now I Think thinking routine, and use of some elements of Ron Ritchhart's Eight Cultural Forces. As main findings, improvements are shown from the planning using the pertinence and coherence tracking through the different levels of curricular specification. In terms of implementation, an important aspect to highlight is the development of good didactic strategies that allow teaching to go beyond learning, allowing an interaction between knowledge, the teacher, and the student (Chevallard's triangle). And for the evaluation, the use of instruments, techniques and means allow obtaining a fairer assessment, with the participation of students and teachers to see the evaluation as a continuous and comprehensive process that is directly related to planning and implementation, all actions allows to adjust the teaching practices that, through reflection, become pedagogical practices.