Abstract

ESTRADA MALDONADO, Antonio de Jesús; RESENDIZ BALDERAS, Evelia  and  CERVANTES CASTRO, Rosa Delia. Science teaching, practical sessions under the directed research aproach for the strengthening of scientific competences. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2022, vol.12, n.24, e020.  Epub May 23, 2022. ISSN 2007-7467.  https://doi.org/10.23913/ride.v12i24.1156.

In a context of low academic results and lack of basic scientific skills for the solving problem and based on facts decisionmaking, the present research aimed at the development and implementation of a chemestry teaching approach through practical work based on the directed research perspective, which will help the scientific competences development. In this way, with an investigation-action approach, which divides the work in two moments: the first one recovers those aspects of the current science teaching problem related to the lack of science competences in obligatory education, and the teorical fundament that supports the intervention proposal of the second moment, being this one the disign, implementation and evaluation process of a serie of didactic secuences for the chemestry practice work under the directed research´s perspective. The implementation of the didactic secuences was performed with a 45 students group belonging to the Colegio de Bachilleres del Estado de Tamaulipas´ school in Mexico, being this one of the multiple Middle Education subsystems of this country. By having different phases, the research has a mixed methodology that goes from indicators quantification for the science competence evaluation (comunication of findings) until the qualitative description by way of case study of the accademic products delivered by the students. The obtained results suggest that it is possible to implement practical sesions under a research approach that get students closer to the scientists work, and this is not limitated to an specific space (like a laboratory), but it is able to make it happen in any enviorment where science can be done and also in distance education modality. In addition to, the didactic secuences that were implemented strengthened different abilities, however, the evaluation was focused in the capability of students to comunicate their findings orally and in academic writing, where four students who were assessed showed a small progress between the first and the last sesion (considering they were two secuences) specially in aspects such as scientific language appropriation and the ability to link their findings with previous hypothesis and research questions.

Keywords : Scientific competences; science education; directed research; practical sesions; practical work.

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