The formulation of questions as a learning strategy in teacher training

The formulation of questions is a valuable strategy for understanding. This paper presents experiences developed in Biophysics and Human Physiology courses of the Biological Sciences Teaching Training, from the Institute of Teachers “Artigas” in Montevideo and from the Blended Teacher Training of th...

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Detalles Bibliográficos
Autores principales: Píriz Giménez, Nazira, Mallarini, María Virginia
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Docentes de Ciencias Biológicas de la Argentina 2019
Materias:
Question Formulation
Teacher Training
Deep Learning
Creative Classrooms
Formulación de preguntas
Formación docente
Aprendizaje profundo
Aulas creativas
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/28532
Aporte de:
Revista de Educación en Biología de Universidad Nacional de Córdoba
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spelling I10-R313-article-285322021-11-12T18:42:55Z The formulation of questions as a learning strategy in teacher training La formulación de preguntas como estrategia de aprendizaje en la formación de docentes Píriz Giménez, Nazira Mallarini, María Virginia Question Formulation Teacher Training Deep Learning Creative Classrooms Formulación de preguntas Formación docente Aprendizaje profundo Aulas creativas The formulation of questions is a valuable strategy for understanding. This paper presents experiences developed in Biophysics and Human Physiology courses of the Biological Sciences Teaching Training, from the Institute of Teachers “Artigas” in Montevideo and from the Blended Teacher Training of the Education Training Council, between 2013 and 2018. These experiences focus on the formulation of questions by the students with the purpose of favoring deep learning strategies; positioning them in their role as learning guides and stimulating creativity. Students are surprised and positively value the opportunity that these proposals give them to reflect and rethink ways of teaching, create and question, learn from mistakes and their peers, guide in the learning process, awaken curiosity and amazement, trust in themselves and develop autonomy. La formulación de preguntas constituye una estrategia valiosa para la comprensión. Este trabajo presenta experiencias desarrolladas en cursos de Biofísica y Fisiología humana de Profesorado en Ciencias biológicas, del Instituto de Profesores “Artigas” de Montevideo y de Profesorado Semipresencial del Consejo de Formación en Educación, entre 2013 y 2018. Las mismas se centran en la formulación de preguntas por estudiantes con el propósito de: favorecer estrategias de aprendizaje profundo; posicionarlos/las en su rol como orientadores de aprendizajes; y estimular la creatividad. El estudiantado se sorprende y valora positivamente la oportunidad que estas propuestas le brinda como instancia que ayuda a: reflexionar y repensar formas de enseñar; crear y cuestionar; aprender del error y de sus pares; guiar en el aprendizaje; despertar la curiosidad y el asombro; confiar en sí mismos y desarrollar autonomía. Asociación de Docentes de Ciencias Biológicas de la Argentina 2019-12-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/28532 10.59524/2344-9225.v22.n2.28532 Journal of Biology Education; Vol. 22 No. 2 (2019): Journal of Education in Biology; 68-80 Revista de Educación en Biología; Vol. 22 Núm. 2 (2019): Revista de Educación en Biología; 68-80 2344-9225 0329-5192 10.59524/2344.9225.v22.n2 spa https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/28532/29652 https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/28532/29696 Derechos de autor 2019 Nazira Píriz Giménez, María Virginia Mallarini https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-313
container_title_str Revista de Educación en Biología
language Español
format Artículo revista
topic Question Formulation
Teacher Training
Deep Learning
Creative Classrooms
Formulación de preguntas
Formación docente
Aprendizaje profundo
Aulas creativas
spellingShingle Question Formulation
Teacher Training
Deep Learning
Creative Classrooms
Formulación de preguntas
Formación docente
Aprendizaje profundo
Aulas creativas
Píriz Giménez, Nazira
Mallarini, María Virginia
The formulation of questions as a learning strategy in teacher training
topic_facet Question Formulation
Teacher Training
Deep Learning
Creative Classrooms
Formulación de preguntas
Formación docente
Aprendizaje profundo
Aulas creativas
author Píriz Giménez, Nazira
Mallarini, María Virginia
author_facet Píriz Giménez, Nazira
Mallarini, María Virginia
author_sort Píriz Giménez, Nazira
title The formulation of questions as a learning strategy in teacher training
title_short The formulation of questions as a learning strategy in teacher training
title_full The formulation of questions as a learning strategy in teacher training
title_fullStr The formulation of questions as a learning strategy in teacher training
title_full_unstemmed The formulation of questions as a learning strategy in teacher training
title_sort formulation of questions as a learning strategy in teacher training
description The formulation of questions is a valuable strategy for understanding. This paper presents experiences developed in Biophysics and Human Physiology courses of the Biological Sciences Teaching Training, from the Institute of Teachers “Artigas” in Montevideo and from the Blended Teacher Training of the Education Training Council, between 2013 and 2018. These experiences focus on the formulation of questions by the students with the purpose of favoring deep learning strategies; positioning them in their role as learning guides and stimulating creativity. Students are surprised and positively value the opportunity that these proposals give them to reflect and rethink ways of teaching, create and question, learn from mistakes and their peers, guide in the learning process, awaken curiosity and amazement, trust in themselves and develop autonomy.
publisher Asociación de Docentes de Ciencias Biológicas de la Argentina
publishDate 2019
url https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/28532
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first_indexed 2024-09-03T20:31:38Z
last_indexed 2024-09-03T20:31:38Z
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