Problem-Based Learning: an alternative to strengthen inquiry competence in Natural Sciences teachers
The purpose of this research work was to promote continuous training processes in Natural Sciences teachers of an educational institution, specifically in relation to the competence of inquiry, an essential aspect for the development of scientific and critical thinking, creativity and innovation, th...
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| Formato: | Online |
| Lenguaje: | español |
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Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2024
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| Acceso en línea: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3118 |
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| _version_ | 1858041899094376448 |
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| author | Pacheco, Diana Milena Hernández Barbosa , Rubinsten |
| author_browse | Hernández Barbosa , Rubinsten Pacheco, Diana Milena |
| author_facet | Pacheco, Diana Milena Hernández Barbosa , Rubinsten |
| author_sort | Pacheco, Diana Milena |
| collection | OJS- Educación y Ciudad |
| description | The purpose of this research work was to promote continuous training processes in Natural Sciences teachers of an educational institution, specifically in relation to the competence of inquiry, an essential aspect for the development of scientific and critical thinking, creativity and innovation, the formulation of questions and meaningful learning. A training proposal was designed and implemented based theoretically on Problem-Based Learning, a strategy that promotes the solution of real and contextual problems, hypothesis generation, collaborative work and autonomy in learning, among other aspects. The work was developed in three phases, framed from a qualitative approach and a socio-critical paradigm, which focused on pedagogical action, allowing natural science teachers to reflect on their teaching practice, students' needs and institutional improvement plans. Various techniques and instruments were applied to collect and analyze the information, such as questionnaire and field diary. N-Vivo was used for the content analysis of the information. From a cooperative work, typical of communities of practice and learning, the intervention model with teachers favored conceptual appropriation, generated exchange of ideas and knowledge about the strategy, based on interdisciplinarity. Given the success of the proposal, they proposed it as a space for continuous training and included it as part of the institutional improvement plan. |
| first_indexed | 2026-02-24T16:00:37Z |
| format | Online |
| id | oai:revistas.idep.edu.co:article-3118 |
| institution | IDEP |
| language | spa |
| last_indexed | 2026-02-24T16:00:37Z |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| publisherStr | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| record_format | ojs |
| spelling | oai:revistas.idep.edu.co:article-31182025-04-09T09:30:53Z Problem-Based Learning: an alternative to strengthen inquiry competence in Natural Sciences teachers Aprendizaje Basado en Problemas: una alternativa para fortalecer la competencia de indagación en docentes de Ciencias Naturales Pacheco, Diana Milena Hernández Barbosa , Rubinsten aprendizaje basado en problemas estrategias educativas enseñanza de las ciencias naturales formación docente indagación e interdisciplinariedad Problem-Based Learning educational strategies natural sciences teaching teacher training inquiry and interdisciplinarity The purpose of this research work was to promote continuous training processes in Natural Sciences teachers of an educational institution, specifically in relation to the competence of inquiry, an essential aspect for the development of scientific and critical thinking, creativity and innovation, the formulation of questions and meaningful learning. A training proposal was designed and implemented based theoretically on Problem-Based Learning, a strategy that promotes the solution of real and contextual problems, hypothesis generation, collaborative work and autonomy in learning, among other aspects. The work was developed in three phases, framed from a qualitative approach and a socio-critical paradigm, which focused on pedagogical action, allowing natural science teachers to reflect on their teaching practice, students' needs and institutional improvement plans. Various techniques and instruments were applied to collect and analyze the information, such as questionnaire and field diary. N-Vivo was used for the content analysis of the information. From a cooperative work, typical of communities of practice and learning, the intervention model with teachers favored conceptual appropriation, generated exchange of ideas and knowledge about the strategy, based on interdisciplinarity. Given the success of the proposal, they proposed it as a space for continuous training and included it as part of the institutional improvement plan. Se describe el trabajo de investigación que tuvo como propósito favorecer procesos de formación continua en los docentes de Ciencias Naturales de una institución educativa, específicamente, en lo concerniente a la competencia de indagación, aspecto esencial para el desarrollo del pensamiento científico y crítico, la creatividad e innovación, la formulación de preguntas y el aprendizaje significativo. Se diseñó e implementó una propuesta de formación fundamentada teóricamente en el Aprendizaje Basado en Problemas, una estrategia que fomenta la solución de problemas reales y contextuales, generación de hipótesis, trabajo colaborativo y autonomía en el aprendizaje, entre otros aspectos. El trabajo se desarrolló en tres fases, se enmarcó desde un enfoque cualitativo y un paradigma sociocrítico que centró la atención en la acción pedagógica, lo que permitió a los profesores de ciencias naturales reflexionar sobre su práctica docente, las necesidades de los estudiantes y los planes de mejoramiento institucional. Se aplicaron diversas técnicas e instrumentos para recolectar y analizar la información como cuestionario y diario de campo. Para el análisis de contenido de la información se usó N-Vivo. Desde un trabajo cooperativo, propio de las comunidades de práctica y aprendizaje, el modelo de intervención con los docentes favoreció la apropiación conceptual, generó intercambio de ideas y conocimientos sobre la estrategia, tomando de base la interdisciplinariedad. Dado el éxito de la propuesta, la propusieron como un espacio de formación continua y la incluyeron como parte del plan de mejoramiento institucional. Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP 2024-09-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3118 10.36737/01230425.n48.3118 Educación y Ciudad; No. 48 (2025): January-June; e3118 Educación y Ciudad; No. 48 (2025): Temática libre (enero-junio); e3118 Educación y Ciudad; Núm. 48 (2025): Temática libre (enero-junio); e3118 2357-6286 0123-0425 spa https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3118/2471 https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3118/2504 Derechos de autor 2024 Rubinsten Hernández Barbosa https://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | aprendizaje basado en problemas estrategias educativas enseñanza de las ciencias naturales formación docente indagación e interdisciplinariedad Problem-Based Learning educational strategies natural sciences teaching teacher training inquiry and interdisciplinarity Pacheco, Diana Milena Hernández Barbosa , Rubinsten Problem-Based Learning: an alternative to strengthen inquiry competence in Natural Sciences teachers |
| title | Problem-Based Learning: an alternative to strengthen inquiry competence in Natural Sciences teachers |
| title_alt | Aprendizaje Basado en Problemas: una alternativa para fortalecer la competencia de indagación en docentes de Ciencias Naturales |
| title_full | Problem-Based Learning: an alternative to strengthen inquiry competence in Natural Sciences teachers |
| title_fullStr | Problem-Based Learning: an alternative to strengthen inquiry competence in Natural Sciences teachers |
| title_full_unstemmed | Problem-Based Learning: an alternative to strengthen inquiry competence in Natural Sciences teachers |
| title_short | Problem-Based Learning: an alternative to strengthen inquiry competence in Natural Sciences teachers |
| title_sort | problem based learning an alternative to strengthen inquiry competence in natural sciences teachers |
| topic | aprendizaje basado en problemas estrategias educativas enseñanza de las ciencias naturales formación docente indagación e interdisciplinariedad Problem-Based Learning educational strategies natural sciences teaching teacher training inquiry and interdisciplinarity |
| topic_facet | aprendizaje basado en problemas estrategias educativas enseñanza de las ciencias naturales formación docente indagación e interdisciplinariedad Problem-Based Learning educational strategies natural sciences teaching teacher training inquiry and interdisciplinarity |
| url | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3118 |
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