In search of a sense that allows humanist students to significally learn physics science
The report on research findings that you are going to read will tell you about the process I went through as a physics sciences teacher when I wanted to get learning in my humanist students in their last year at a humanist scientist school with a high percent of vulnerable students. The active resea...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Profesores de Física de la Argentina
2018
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22739 |
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I10-R316-article-227392024-03-04T21:52:12Z In search of a sense that allows humanist students to significally learn physics science Relato de aula: en busca de un sentido que permita que estudiantes humanistas aprendan significativamente ciencia física UrbinaLillo, Émely Soledad Pérez, José Luis Bravo, Paulina Física Docencia Investigación-acción Reflexión pedagógica Sentido de relevancia Physics Teacher Action research Reflect while practice Sense of relevance The report on research findings that you are going to read will tell you about the process I went through as a physics sciences teacher when I wanted to get learning in my humanist students in their last year at a humanist scientist school with a high percent of vulnerable students. The active research using a qualitative methodology with a focus of action research, which investigates and reflect while practice.During my research I understood that I was not generating significant learning because my classes did not have sense of relevance for them until I had to reinventing myself and considered different opinion from different persons and in that moment my student got a role of subject person and the relationship began to be better.Finally, I got reflexive methodology that transcends this investigation and it changed me as a teacher and as a person. La investigación que usted comenzará a leer les relatará el proceso que viví como docente de ciencia física, desde mi necesidad pedagógica de generar aprendizajes significativos en mis estudiantes humanistas que cursaban cuarto año medio en un establecimiento científico-humanista con un alto grado de vulnerabilidad. La investigación sigue una metodología cualitativa con un enfoque de investigación-acción, el cual tiene como característica investigar sobre la propia práctica, por lo que se reflexiona a la vez que se interviene en ella.En el transcurso de mi investigación, logré comprender que en mis clases no se estaban generando aprendizajes significativos debido a que carecían de un sentido de relevancia para mis estudiantes y surgió la necesidad de construirlo. Para lograr dicho cometido debí modificar profundamente mi práctica docente valorando las perspectivas de los diferentes actores (mis estudiantes, mis colegas, literatura, entre otros), y en dicho proceso mis alumnos adquirieron un rol de sujeto-persona lo que permitió importantes mejoras en nuestra relación. No obstante, comprendí que había ganado una metodología reflexiva que trascendería esta investigación ya que me había cambiado como docente y como persona. Asociación de Profesores de Física de la Argentina 2018-12-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22739 10.55767/2451.6007.v30.n2.22739 Journal of Physics Teaching; Vol. 30 No. 2 (2018): July - December; 87-98 Revista de Enseñanza de la Física; Vol. 30 Núm. 2 (2018): Julio - Diciembre; 87-98 Revista de Enseñanza de la Física; v. 30 n. 2 (2018): Julho - Dezembro; 87-98 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22739/22350 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22739/22370 Derechos de autor 2018 Émely Soledad UrbinaLillo, José Luis Pérez, Paulina Bravo http://creativecommons.org/licenses/by-nc-nd/4.0 |
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Universidad Nacional de Córdoba |
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I-10 |
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R-316 |
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Revista de Enseñanza de la Física |
| language |
Español |
| format |
Artículo revista |
| topic |
Física Docencia Investigación-acción Reflexión pedagógica Sentido de relevancia Physics Teacher Action research Reflect while practice Sense of relevance |
| spellingShingle |
Física Docencia Investigación-acción Reflexión pedagógica Sentido de relevancia Physics Teacher Action research Reflect while practice Sense of relevance UrbinaLillo, Émely Soledad Pérez, José Luis Bravo, Paulina In search of a sense that allows humanist students to significally learn physics science |
| topic_facet |
Física Docencia Investigación-acción Reflexión pedagógica Sentido de relevancia Physics Teacher Action research Reflect while practice Sense of relevance |
| author |
UrbinaLillo, Émely Soledad Pérez, José Luis Bravo, Paulina |
| author_facet |
UrbinaLillo, Émely Soledad Pérez, José Luis Bravo, Paulina |
| author_sort |
UrbinaLillo, Émely Soledad |
| title |
In search of a sense that allows humanist students to significally learn physics science |
| title_short |
In search of a sense that allows humanist students to significally learn physics science |
| title_full |
In search of a sense that allows humanist students to significally learn physics science |
| title_fullStr |
In search of a sense that allows humanist students to significally learn physics science |
| title_full_unstemmed |
In search of a sense that allows humanist students to significally learn physics science |
| title_sort |
in search of a sense that allows humanist students to significally learn physics science |
| description |
The report on research findings that you are going to read will tell you about the process I went through as a physics sciences teacher when I wanted to get learning in my humanist students in their last year at a humanist scientist school with a high percent of vulnerable students. The active research using a qualitative methodology with a focus of action research, which investigates and reflect while practice.During my research I understood that I was not generating significant learning because my classes did not have sense of relevance for them until I had to reinventing myself and considered different opinion from different persons and in that moment my student got a role of subject person and the relationship began to be better.Finally, I got reflexive methodology that transcends this investigation and it changed me as a teacher and as a person. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2018 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/22739 |
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