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El Seguimiento Del Ciclo De Vida De La Mariposa Dione Glycera (C

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El Seguimiento Del Ciclo De Vida De La Mariposa Dione Glycera (C El seguimiento del ciclo de vida de la mariposa Dione glycera (C. Felder & R. Felder 1861), una estrategia de aula para contextualizar y aplicar conceptos de Biología. ALEJANDRO ALMÉCIGA CASTRO UNIVERSIDAD NACIONAL DE COLOMBIA MAESTRÍA EN ENSEÑANZA DE LAS CIENCIAS EXACTAS Y NATURALES FACULTAD DE CIENCIAS SEDE BOGOTÁ BOGOTÁ - COLOMBIA 2012 El seguimiento del ciclo de vida de la mariposa Dione glycera (C. Felder & R. Felder 1861), una estrategia de aula para contextualizar y aplicar conceptos de Biología. ALEJANDRO ALMÉCIGA CASTRO Propuesta para optar el título de Magister en Enseñanza de las Ciencias Exactas y Naturales Directora: Dra. MARY RUTH GARCÍA Profesora Departamento de Biología UNIVERSIDAD NACIONAL DE COLOMBIA MAESTRÍA EN ENSEÑANZA DE LAS CIENCIAS EXACTAS Y NATURALES FACULTAD DE CIENCIAS SEDE BOGOTÁ BOGOTÁ COLOMBIA 2012 RESUMEN La investigación que se llevó a cabo buscó establecer una metodología educativa para los alumnos de grado octavo de la Institución Educativa de El Carmen del Municipio de Guasca. Esta metodología partió de un diagnóstico que se realizó a los alumnos con relación al conocimiento que estos tenían acerca de ciertos temas básicos de las ciencias naturales y de la ecología. El diagnóstico que se realizó a los alumnos arrojó que estos presentan grandes deficiencias en conocimientos como los de qué es una célula, tipos de reproducción, conceptos propios de la clasificación de los seres vivos y algunos conceptos básicos de ecología como los de nicho y ecosistema. El resultado del diagnóstico se considera que es el resultado de la enseñanza a espaldas del contexto y de que no se considera su transposición al ambiente. A partir de ahí se formuló una propuesta pedagógica para abordar algunos conceptos de la biología desde una perspectiva constructivista y de aprendizaje significativo. Palabras clave: Educación básica; Aprendizaje significativo; Teoría de la Complejidad; Clasificación Biológica. ABSTRACT The research conducted sought to establish an educational methodology for eighth grade students of School of the municipality of El Carmen Guasca. This methodology was based on a diagnosis that was made to students regarding their knowledge that they had about certain basic themes of natural science and ecology. The diagnosis was made students revealed that they have large gaps in knowledge as to what a cell, types of reproduction, concepts of the classification of living things and some basic concepts such as niche ecology and ecosystem. This diagnosis was established as an explanation for the lack of environmental sensitivity Middle students who have this particular course. From there it made a pedagogical approach of the biology of learning from a constructivist perspective and meaningful learning. Keywords: basic education; Meaningful learning, Complexity Theory, Biological Classification. TABLA DE CONTENIDO INTRODUCCIÓN........................................................................................... 7 CAPÍTULO 1. DISEÑO DE LA PROPUESTA DE AULA ....................................... 8 1.1 Descripción del Problema .......................................................................... 8 1.2 Análisis de implicaciones .......................................................................... 9 1.3 Pregunta de investigación ......................................................................... 11 1.4 Delimitación de la propuesta de aula ........................................................... 11 1.5 Limitaciones para el desarrollo de la propuesta .............................................. 11 1.6 Objetivos.............................................................................................. 12 1.6.1 Objetivo General .............................................................................. 12 1.6.2 Objetivos Específicos ........................................................................ 12 1.7 Justificación .......................................................................................... 13 CAPÍTULO 2. FUNDAMENTACIÓN TEÓRICA ................................................. 14 2.1 El aprendizaje significativo en la educación de las ciencias naturales .................. 14 2.2 Perspectivas desde la teoría de la complejidad para la sensibilización ambiental .... 19 2.3 Constructivismo y complejidad en la enseñanza de la biología........................... 23 CAPÍTULO 3. METODOLOGÍA DE LA PROPUESTA DE AULA .......................... 28 3.1 Tipo de Investigación .............................................................................. 28 3.2 Población de Estudio ............................................................................... 28 3.3 Instrumentos de investigación.................................................................... 28 3.4 Fases de planteadas en la propuesta de aula................................................... 31 CAPÍTULO 3. PROPUESTA PEDAGOGICA ...................................................... 32 3.1 Consideraciones Generales ....................................................................... 32 3.2 Propuesta Didáctica................................................................................. 35 3.2.1 Ciclo No. 1. El orden Lepidoptera/ reflexión teórica .................................. 35 3.2.2 Ciclo No 2. La Dione glycera (teórico - práctica) ..................................... 41 3.2.3 Ciclo No. 3. A volar/ Elemento innovador/ práctica................................... 46 3.3 Evaluación Final .................................................................................... 54 3.3.1 Tabla de evaluación general ................................................................ 55 3.4 Discusión de Resultados........................................................................... 57 CONCLUSIONES Y RECOMENDACIONES ...................................................... 59 Conclusiones.............................................................................................. 59 Recomendaciones........................................................................................ 61 ANEXOS ..................................................................................................... 62 Anexo 1. Diagnóstico ................................................................................... 62 BIBLIOGRAFÍA ........................................................................................... 72 INDICE DE TABLAS Tabla 1......................................................................................................... 34 Tabla 2......................................................................................................... 35 Tabla 3......................................................................................................... 36 Tabla 4......................................................................................................... 38 Tabla 5......................................................................................................... 40 Tabla 6......................................................................................................... 41 Tabla 7......................................................................................................... 42 Tabla 8......................................................................................................... 43 Tabla 9......................................................................................................... 44 Tabla 10. ...................................................................................................... 45 Tabla 11. ...................................................................................................... 46 Tabla 12. ...................................................................................................... 48 Tabla 13. ...................................................................................................... 49 Tabla 14. ...................................................................................................... 50 Tabla 15. ...................................................................................................... 53 Tabla 16. ...................................................................................................... 56 INTRODUCCIÓN En el presente trabajo se propone una metodología para la enseñanza de biología en el grado octavo de la Institución Educativa Carmen de Guasca. La metodología con la que se ha venido enseñando ciencias naturales en las instituciones educativas presenta múltiples inconvenientes. Estos problemas son notables para los profesores y abarcan desde aspectos puramente teóricos a aspectos que tienen que ver con la habilidad que tienen los alumnos de aplicar los conocimientos que se imparten en el aula de clase. Adicional a esto se presentan problemas en lo que concierne al conocimiento de las dinámicas naturales propias del municipio de Guasca. Por lo anterior se considera que si dentro de las aplicaciones de aula se contextualizan las interacciones en el ecosistema propias de las dinámicas regionales; es posible llamar la atención del educando y formar en la solución de problemas propios de la región. Los alumnos desconocen las características y las condiciones de vida de la Dione glycera, una especie que afecta en términos negativos la producción de la planta de curuba, una especie importante en la economía local. Teniendo en cuenta estos antecedentes y por inquietud personal surgió el tema de la propuesta de aula. Durante el proceso se realizó una prueba
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