Browsing by Author "Ochoa Ruilova, Johanna Alexandra"

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El aprendizaje basado en problemas (ABP) para la enseñanza de las ciencias naturales en quinto año de educación general básica
(2016) Contreras Paguay, María Lucrecia; Guallpa Urgiles, Mirian Catalina; Ochoa Ruilova, Johanna Alexandra
This research aims to evaluate the importance to teach Natural Sciences through the strategy of Problem-based Learning (PBL) in order to improve the pedagogical practices of teachers, and from the implementation of PBL develop significant learning in students. A literature compilation was used for this research and PBL and the Curricular Actualization document of 2010 about Natural Science were taken as start point in order to answer these questions: Is it possible to plan Natural Sciences classes starting of PBL? What are the steps to implement BPL in Natural Sciences? Results show that it’s possible to implement PBL in Natural Sciences classes because it allows creating new knowledges starting with previous knowledges. In Natural Sciences is indispensable to generate attitudes of protection and care for the environment, aspects which are achieved by solving problems. Finally, it was an integration of various authors on the steps to be followed for the implementation of PBL in Natural Sciences, the same organized in nine steps.
La importancia de la indagación en el ciclo del aprendizaje desde un modelo constructivista y su aplicación para la planificación de clase en Ciencias Naturales de 4to a 7mo de EGB
(2016) Chimbo Carchipulla, Blanca Esperanza; Pintado Pesántez, Tania Paola; Ochoa Ruilova, Johanna Alexandra
This monographic study analyzes theoretically the importance of inquiring within the learning cycle from a constructivist approach, besides its application in the planning of Natural Sciences classes from fourth to seventh grade in primary school. Both, inquiring and the learning cycle increase the research interest in the students and their leadership building knowledge. Nevertheless, these elements are not reflected among classrooms due to the ignorance of docents about these issues, or the context where the education processes are developed. Hence, this monographic work aims to answer the next questions: What is the importance of the inquiry within the learning process? How the inquiry unifies the learning cycle within the Natural Sciences class planning? The methodology that guided this monograph is the compilation of bibliographic information and the elaboration of planning proposals for Natural Sciences from fourth to seventh grade in primary school.
Principales métodos activos para la enseñanza de Ciencias Naturales en sexto de educación general básica
(2017) Panjón Nieves, Paúl Santiago; Tigre Zhizhpón, Lourdes Alexandra; Ochoa Ruilova, Johanna Alexandra
The present research aims to demonstrate bibliographically the importance of active methods for meaningful learning of the Natural Sciences in the sixth year of Basic General Education. The methodology for the research was the bibliographic study, and aims to answer the following question, How to teach Natural Sciences from the Curriculum Update and Strengthening using active methods ?, which covers all the bibliographic research, which was necessary to understand how The teaching of the Natural Sciences can be improved starting from the use of an active methodology. The study demonstrates the importance of the Active Methods for the learning of the Natural Sciences within the process of teaching learning in the Basic General Education. The active methodologies such as: Problem-Based Learning works from the approach of a problem and the resolution of the problem, through the interests and needs of the students; Instead, with the methodology of Project-Based Learning, students work from some questions, look for information, organize it and arrive at a product in which they try to answer their questions; On the other hand we find the methodology of the Ecology Teaching in the Patio of the School, which seeks students to learn through observation, experimentation, information collection, finally the reflection and formulation of conclusions. In all methodologies students are active players in the training process seen from a constructivist perspective.