Teaching Plant Diversity at University: Evaluation of the Students to a New Didactic Proposal Based on the Problematization of Knowledge

This paper presents a didactic innovation for Plant Diversity II teaching (Biological Sciences Program). This proposal is based on a new teaching methodology as well as on new course syllabus contents. The methodological change consists of a shift from a traditional transmission-reception model of t...

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Autores principales: Galetto, Leonardo, Torres, Carolina, Urcelay, Carlos, De Longhi, Ana Lía
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Docentes de Ciencias Biológicas de la Argentina 2013
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22401
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Revista de Educación en Biología de Universidad Nacional de Córdoba
id I10-R313-article-22401
record_format ojs
spelling I10-R313-article-224012021-11-12T18:42:05Z Teaching Plant Diversity at University: Evaluation of the Students to a New Didactic Proposal Based on the Problematization of Knowledge Enseñanza de la Diversidad Vegetal en la Universidad: evaluación de los alumnos a una nueva propuesta didáctica basada en la problematización del conocimiento Galetto, Leonardo Torres, Carolina Urcelay, Carlos De Longhi, Ana Lía This paper presents a didactic innovation for Plant Diversity II teaching (Biological Sciences Program). This proposal is based on a new teaching methodology as well as on new course syllabus contents. The methodological change consists of a shift from a traditional transmission-reception model of teaching (teacher-centered teaching), to a problem posing and solving learning system (student-centered learning). The proposals were evaluated through the opinion of students attending classes under both pedagogical modalities. The aim of the survey was to evaluate their perceptions with respect to each modality in general, and to the achievement of goals in particular. The highest percentage of students approved the proposal based on problem solving, since they found it is possibleto acquire the abilities defined by the course learning objectives. Furthermore, students acknowledged that this didactic innovation encourages conceptual discussion, critical analysis of theories and methods, and a greater participation in data search and synthesis of information about plants. To conclude, although some methodological adjustments need to be made, it can be proved that this new didactic proposal helps students to self-manage their knowledge about plant diversity. Se presenta la evaluación de una innovación didáctica implementada en la asignatura Diversidad Vegetal II (Carrera de Ciencias Biológicas). En la nueva propuesta se modificó la metodología de enseñanza, así como la selección y organización de los contenidos, cambiando de un sistema de transmisión-recepción de conocimiento a uno de problematización del mismo. Aquí se evaluó cada propuesta en general y el logro de los distintos objetivos en particular, a través de la opinión de los alumnos que cursaron la asignatura con ambas modalidades pedagógicas. La mayoría de los estudiantes consideró que la propuesta basada en la resolución de problemas fue mejor, puesto que adquirieron las capacidades esperadas, les permitió la discusión de conceptos y el análisis crítico de la información e ideas teóricas y metodológicas, poder participar en la búsqueda y síntesis de la información, y adquirir mayor juicio crítico. Los alumnos reconocen que esta nueva metodología les permitió gestionar por sí mismos el conocimiento sobre la diversidad vegetal. Asociación de Docentes de Ciencias Biológicas de la Argentina 2013-12-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22401 10.59524/2344-9225.v16.n2.22401 Journal of Biology Education; Vol. 16 No. 2 (2013): Revista de Educación en Biología; (pp. 89-99) Revista de Educación en Biología; Vol. 16 Núm. 2 (2013): Revista de Educación en Biología; (pp. 89-99) 2344-9225 0329-5192 10.59524/2344.9225.v16.n2 spa https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22401/22019 Derechos de autor 2013 Leonardo Galetto, Carolina Torres, Carlos Urcelay, Ana Lía De Longhi 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
author Galetto, Leonardo
Torres, Carolina
Urcelay, Carlos
De Longhi, Ana Lía
spellingShingle Galetto, Leonardo
Torres, Carolina
Urcelay, Carlos
De Longhi, Ana Lía
Teaching Plant Diversity at University: Evaluation of the Students to a New Didactic Proposal Based on the Problematization of Knowledge
author_facet Galetto, Leonardo
Torres, Carolina
Urcelay, Carlos
De Longhi, Ana Lía
author_sort Galetto, Leonardo
title Teaching Plant Diversity at University: Evaluation of the Students to a New Didactic Proposal Based on the Problematization of Knowledge
title_short Teaching Plant Diversity at University: Evaluation of the Students to a New Didactic Proposal Based on the Problematization of Knowledge
title_full Teaching Plant Diversity at University: Evaluation of the Students to a New Didactic Proposal Based on the Problematization of Knowledge
title_fullStr Teaching Plant Diversity at University: Evaluation of the Students to a New Didactic Proposal Based on the Problematization of Knowledge
title_full_unstemmed Teaching Plant Diversity at University: Evaluation of the Students to a New Didactic Proposal Based on the Problematization of Knowledge
title_sort teaching plant diversity at university: evaluation of the students to a new didactic proposal based on the problematization of knowledge
description This paper presents a didactic innovation for Plant Diversity II teaching (Biological Sciences Program). This proposal is based on a new teaching methodology as well as on new course syllabus contents. The methodological change consists of a shift from a traditional transmission-reception model of teaching (teacher-centered teaching), to a problem posing and solving learning system (student-centered learning). The proposals were evaluated through the opinion of students attending classes under both pedagogical modalities. The aim of the survey was to evaluate their perceptions with respect to each modality in general, and to the achievement of goals in particular. The highest percentage of students approved the proposal based on problem solving, since they found it is possibleto acquire the abilities defined by the course learning objectives. Furthermore, students acknowledged that this didactic innovation encourages conceptual discussion, critical analysis of theories and methods, and a greater participation in data search and synthesis of information about plants. To conclude, although some methodological adjustments need to be made, it can be proved that this new didactic proposal helps students to self-manage their knowledge about plant diversity.
publisher Asociación de Docentes de Ciencias Biológicas de la Argentina
publishDate 2013
url https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22401
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