Estrategias de enseñanza creativas basadas en el pensamiento divergente para favorecer el manejo de los residuos sólidos con estudiantes de ciclo IV del Colegio Las Américas IED
This research study aims at characterizing the creative teaching strategies based on divergent thinking with students from cycle four of Las Americas school. This study proposes the need of strengthening the teaching practices of the Science teachers according to the design and implementation of a d...
| Autor Principal: | Basto Álvarez, Ruby Esperanza |
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| Otros Autores: | Carvajal Ospina, Dirley Andrea, Cuadros Blanco, Blanca Edilsa, Rivera Rodríguez, Clara Iveth |
| Formato: | info:eu-repo/semantics/masterThesis |
| Idioma: | spa |
| Publicado: |
Universidad de La Salle. Facultad de Ciencias de la educación. Maestría en Docencia (incluye Maestría en Docencia - CESMAG).
2017
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| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/10185/18939 |
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| Sumario: |
This research study aims at characterizing the creative teaching strategies based on divergent thinking with students from cycle four of Las Americas school. This study proposes the need of strengthening the teaching practices of the Science teachers according to the design and implementation of a didactic sequence. The approach was qualitative and the method was the practical action investigation proposed by Latorre (2003) which allowed the Science teachers to generate a transforming action. Additionally, the data collected from the treatment was analyzed through the content analysis technique taking into account the steps suggested by Bardin (1983) and Vásquez (2013). The data propose that to the divergent thinking as a creative teaching strategy transforms the teaching practices of the Natural Sciences teachers. Also, helps students to do designs that indicate a solution for a detected problem. Moreover, it contributes to the strengthening of dialogic interactions between teacher-student and; proactive, between student-student.
Key words: creativity, divergent thinking, creative teaching strategy and interactions. |
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