<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672020000200101</article-id>
<article-id pub-id-type="doi">10.23913/ride.v11i21.683</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje ecológicamente basado en casos]]></article-title>
<article-title xml:lang="en"><![CDATA[Ecologically Case Based Learning]]></article-title>
<article-title xml:lang="pt"><![CDATA[Aprendizagem ecologicamente baseada em casos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Zamora]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Veracruzana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>11</volume>
<numero>21</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672020000200101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672020000200101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672020000200101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los estudios de caso se han utilizado en la educación científica como una forma para desarrollar en los estudiantes las habilidades de pensamiento crítico y para la resolución de problemas complejos. Sin embargo, existe poca documentación respecto a si este método de enseñanza está teniendo el impacto deseado en los estudiantes, específicamente los que atienden cursos de ecología vegetal. Para evaluar la posible influencia de la utilización de casos en la enseñanza de la ecología de la invasión, el presente estudio integró algunas estrategias docentes interactivas, tal y como: 1) el aprendizaje basado en casos, 2) la educación basada en campo y 3) la vinculación de la investigación con la educación durante su impartición. Los estudiantes abordaron sesiones de tópicos ecológicos diversos y concluyeron actividades indagatorias y estudios de caso sobre plantas invasoras en escenarios de campo locales para un real y avanzado entendimiento de la ecología de la invasión y ayudar a que desarrollaran sus habilidades de pensamiento, a la par de que pudieran relacionarse e interactuar con su entorno inmediato. Los métodos de evaluación para el desempeño de los alumnos estuvieron enfocados en la activa participación y efectiva ejecución de las actividades, ejercicios breves, y colaboración de pares en los estudios de caso, y en la intervención como evaluadores de cada sesión, del trabajo de campo y de los aspectos generales del curso. Los resultados de este estudio indican que los estudiantes mostraron una actitud abierta para el aprendizaje basado en casos, y que este método de enseñanza les ayudó a desarrollar la habilidad de pensamiento requerida para diagnosticar y resolver problemas reales de invasión a nivel local, al mismo tiempo que los conectó con el resto del contenido del curso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Case studies have been used in science education as a way to develop student´s critical thinking and problems solving skills. However, there is little evidence on whether this teaching method is having the desired impact on students, particularly those attending plant ecology courses. The present study incorporated some interactive teaching strategies such as 1) case-based learning, 2) field based education, and 3) research based education, in order to evaluate the possible influence of the case teaching method in an invasion ecology course. Students addressed diverse ecological topics lectures and completed inquiry learning activities and case studies on invasive plants that were taught in local field scenarios to achieve a real-world and advanced understanding of invasion ecology and helping students develop critical thinking skills at the same time they interact with their immediate environment. Students evaluation methods were focused on their active engagement and effective performance in all learning activities, quick exercises, authentic peer collaboration in case studies, and their participation as reviewers for each class session, field work, and general course aspects. The results from this study indicate that students had open attitudes toward the case studies teaching approach, and that this method helped them develop their critical thinking ability required to diagnose and solve complex and real local invasive plant problems while actively engaging them in the science course content.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os estudos de caso têm sido usados &#8203;&#8203;no ensino de ciências como uma maneira de desenvolver habilidades de pensamento crítico nos alunos e resolver problemas complexos. No entanto, existe pouca documentação sobre se esse método de ensino está tendo o impacto desejado sobre os alunos, especificamente aqueles que participam de cursos de ecologia de plantas. Para avaliar a possível influência do uso de casos no ensino da ecologia da invasão, o presente estudo integrou algumas estratégias interativas de ensino, como: 1) aprendizagem baseada em casos, 2) educação baseada em campo e 3 ) a ligação entre pesquisa e educação durante a sua entrega. Os alunos abordaram sessões sobre diversos tópicos ecológicos e concluíram atividades de investigação e estudos de caso sobre plantas invasoras em locais de campo, para uma compreensão real e avançada da ecologia da invasão e para ajudá-los a desenvolver suas habilidades de pensamento juntamente com que eles poderiam se relacionar e interagir com seu ambiente imediato. Os métodos de avaliação para o desempenho dos alunos foram focados na participação ativa e execução eficaz das atividades, exercícios breves e colaboração entre pares nos estudos de caso e na intervenção como avaliadores de cada sessão do trabalho de campo. e dos aspectos gerais do curso. Os resultados deste estudo indicam que os alunos mostraram uma atitude aberta em relação à aprendizagem baseada em casos e que esse método de ensino os ajudou a desenvolver as habilidades de pensamento necessárias para diagnosticar e resolver problemas reais de invasão localmente, ao mesmo tempo. que os conectou ao restante do conteúdo do curso.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje basado en indagación]]></kwd>
<kwd lng="es"><![CDATA[ecología de la invasión]]></kwd>
<kwd lng="es"><![CDATA[plataforma educativa Eminus]]></kwd>
<kwd lng="es"><![CDATA[trabajo de campo]]></kwd>
<kwd lng="en"><![CDATA[inquiry-based learning]]></kwd>
<kwd lng="en"><![CDATA[invasion ecology]]></kwd>
<kwd lng="en"><![CDATA[&#8220;Eminus&#8221; educational platform]]></kwd>
<kwd lng="en"><![CDATA[field work]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem baseada em investigação]]></kwd>
<kwd lng="pt"><![CDATA[ecologia de invasão]]></kwd>
<kwd lng="pt"><![CDATA[plataforma educacional Eminus]]></kwd>
<kwd lng="pt"><![CDATA[trabalho de campo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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