Intervenir E Investigar En El Aula: Estrategia DidÃ¡ctica Para Aprender QuÃmica - Ruacho Soto, MarÃa Guadalupe; Uribe, Rigoberto MarÃn; Ibarra, Isabel GuzmÃ¡n; Soto Valenzuela, Ma. ConcepciÃ³n (European Scientific Journal, ESJ, 2021)
El propÃ³sito de este artÃculo es presentar resultados de la aplicaciÃ³n de una estrategia didÃ¡ctica para aprender quÃmica en la educaciÃ³n superior sustentada en el Modelo para el Desarrollo y EvaluaciÃ³n de Competencias AcadÃ©micas. El estudio se realizÃ³ con estudiantes de segundo semestre de la asignatura â€œProcesos quÃmicos de la vida humanaâ€ de la Licenciatura en NutriciÃ³n. Se construyeron y aplicaron, en una intervenciÃ³n Ã¡ulica, secuencias didÃ¡cticas cuya estructura incluye dos dispositivos: uno de formaciÃ³n y otro de evaluaciÃ³n autÃ©ntica; el dispositivo de formaciÃ³n emplea situaciones problema reales de la profesiÃ³n, cuya resoluciÃ³n comporta la movilizaciÃ³n de saberes y el desarrollo de competencias. El proceso de intervenciÃ³n Ã¡ulica incluyÃ³ momentos de prÃ¡ctica reflexiva y de acompaÃ±amiento docente. El enfoque de la investigaciÃ³n-formaciÃ³n-acciÃ³n realizado incorpora el anÃ¡lisis cualitativo de datos recogidos mediante videograbaciÃ³n, cuaderno de notas y observaciÃ³n reflexiva de la intervenciÃ³n. Se concluye que la estrategia didÃ¡ctica produce cambios graduales al transitarse de un estilo de docencia tradicionalista a una prÃ¡ctica educativa innovadora transformada y transformadora. The purpose of this article is to present results of the application of a didactic strategy to learn chemistry in higher education based on the Model for the Development and Evaluation of Academic Competences. The study was carried out with second semester students of the subject â€œChemical processes of human lifeâ€ of the Bachelor of Nutrition. Didactic sequences were built and applied in a classroom intervention, the structure of which includes two devices: one for training and the other for authentic evaluation; The training device uses real problem situations in the profession, the resolution of which involves the mobilization of knowledge and the development of skills. The classroom intervention process included moments of reflective practice and teacher accompaniment. The research-trainingaction approach carried out incorporates the qualitative analysis of data collected through video recording, notebooks and reflective observation of the intervention. It is concluded that the didactic strategy produces gradual changes when moving from a traditionalist teaching style to a transformed and transformative innovative educational practice.