Guided inquiry with V diagram toward meaningful learning at primary school.
A didactic innovation is presented based on guided inquiry by using Gowin's V diagram to promote scientific learning skills in elementary school students. The design focuses on the descriptive understanding of science teaching by means of a triadic pedagogical reflection between the mentor teac...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2014 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositorio: | Revista Investigações em ensino de ciências |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.www.if.ufrgs.br:article/78 |
| Acceso en línea: | https://ienci.if.ufrgs.br/index.php/ienci/article/view/78 |
| Access Level: | acceso abierto |
| Palabra clave: | Guided inquiry V diagram Meaningful learning. Indagación guiada diagrama V Aprendizaje significativo |
| Sumario: | A didactic innovation is presented based on guided inquiry by using Gowin's V diagram to promote scientific learning skills in elementary school students. The design focuses on the descriptive understanding of science teaching by means of a triadic pedagogical reflection between the mentor teacher, the student teacher and the researcher in which the teaching unit gets around a great scientific idea. The V diagram was adapted to the questioning mode for a thorough understanding and the analysis of the impact on pupils' learning was carried out by characterizing its didactic aspects and its relationships of meaning in thinking, doing and communicating. The results indicate that it is possible to teach, learn and evaluate science by using this innovation at an early age, if it is frequently carried out in the classroom. |
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