A New Approach for Systematic Botany Teaching in Biology Teaching Training in Córdoba City

The general purpose of this Master Thesis was to formulate and analyze an innovative proposal in Systematic Botany teaching, comparing the students’ achievements to another group with similar characteristics in which the innovation was not applied. The Institutes where this project was carried out w...

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Autor principal: Hernández, Roberto A.
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Docentes de Ciencias Biológicas de la Argentina 2014
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22443
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Revista de Educación en Biología de Universidad Nacional de Córdoba
id I10-R313-article-22443
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spelling I10-R313-article-224432021-11-12T18:42:12Z A New Approach for Systematic Botany Teaching in Biology Teaching Training in Córdoba City Un nuevo enfoque para la enseñanza de Botánica Sistemática en un Profesorado en Biología de la Ciudad de Córdoba Hernández, Roberto A. The general purpose of this Master Thesis was to formulate and analyze an innovative proposal in Systematic Botany teaching, comparing the students’ achievements to another group with similar characteristics in which the innovation was not applied. The Institutes where this project was carried out were:”Nuestra Madre de la Merced” Biology Teaching Training School from Cordoba City (experimental group) and Biology Teaching Training School from the National University of La Rioja, Chepes (controlgroup). The work methodology focused on the comparative analysis between the two groups. The formulated hypothesis states that those students who participate in a Systematic Botany teaching proposal with a biodiversity problem-raising approach achieve a better level of  interpretation of concepts and have more chances of transferring what they have learnt to new educational situations. From the analysis conducted,we can highlight that the innovation that was implemented has been successful in relation to the formulated hypothesis, as changes have been observed in the traditional teacher-students relationship, as well as a good level of understanding of concepts, the development of self-management of knowledge about plants and the incorporation of methodological tools for their future work as high school teachers. Therefore, students had the opportunity to participate in a new form of learning-teaching in which they were responsible for the research, discussion and synthesis of the  available information. El objetivo general de esta Tesis de Maestría fue elaborar y analizar una propuesta innovadora en la enseñanza de Botánica Sistemática, comparando los logros obtenidos con otro grupo de similares características en el que no se implementó la innovación. Las Instituciones en las que se llevó a cabo el proyecto fueron el Profesorado de Educación Secundaria en Biología “Nuestra Madre de la Merced” de la ciudad de Córdoba (grupo experimental) y el Profesorado de nivel Superior en Biología de la UNLAR, sede Chepes (grupo control). La metodología de trabajo estuvo centrada en el análisis comparativo entre ambos profesorados. La hipótesis planteada es que los alumnos y las alumnas que participan en una propuesta de enseñanza de Botánica Sistemática con un enfoque problematizador sobre la biodiversidad, logran un mejor nivel de interpretación de los conceptos y mayor posibilidad de transferir lo aprendido a nuevas situaciones educativas. Del análisis realizado se destaca que la innovación implementada ha sido exitosa en relación a la hipótesis planteada, ya que se evidenciaron cambios en la relación tradicional entre docente, alumnos y alumnas, así como un buen nivel de comprensión de conceptos, el desarrollo de autogestión del conocimiento sobre plantas y la incorporación de herramientas metodológicas para su futuro desempeño como docentes de nivel medio. Asociación de Docentes de Ciencias Biológicas de la Argentina 2014-12-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22443 10.59524/2344-9225.v17.n2.22443 Journal of Biology Education; Vol. 17 No. 2 (2014): Revista de Educación en Biología; (pp. 118-121) Revista de Educación en Biología; Vol. 17 Núm. 2 (2014): Revista de Educación en Biología; (pp. 118-121) 2344-9225 0329-5192 10.59524/2344.9225.v17.n2 spa https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22443/22061 Derechos de autor 2014 Roberto A. Hernández 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 Hernández, Roberto A.
spellingShingle Hernández, Roberto A.
A New Approach for Systematic Botany Teaching in Biology Teaching Training in Córdoba City
author_facet Hernández, Roberto A.
author_sort Hernández, Roberto A.
title A New Approach for Systematic Botany Teaching in Biology Teaching Training in Córdoba City
title_short A New Approach for Systematic Botany Teaching in Biology Teaching Training in Córdoba City
title_full A New Approach for Systematic Botany Teaching in Biology Teaching Training in Córdoba City
title_fullStr A New Approach for Systematic Botany Teaching in Biology Teaching Training in Córdoba City
title_full_unstemmed A New Approach for Systematic Botany Teaching in Biology Teaching Training in Córdoba City
title_sort new approach for systematic botany teaching in biology teaching training in córdoba city
description The general purpose of this Master Thesis was to formulate and analyze an innovative proposal in Systematic Botany teaching, comparing the students’ achievements to another group with similar characteristics in which the innovation was not applied. The Institutes where this project was carried out were:”Nuestra Madre de la Merced” Biology Teaching Training School from Cordoba City (experimental group) and Biology Teaching Training School from the National University of La Rioja, Chepes (controlgroup). The work methodology focused on the comparative analysis between the two groups. The formulated hypothesis states that those students who participate in a Systematic Botany teaching proposal with a biodiversity problem-raising approach achieve a better level of  interpretation of concepts and have more chances of transferring what they have learnt to new educational situations. From the analysis conducted,we can highlight that the innovation that was implemented has been successful in relation to the formulated hypothesis, as changes have been observed in the traditional teacher-students relationship, as well as a good level of understanding of concepts, the development of self-management of knowledge about plants and the incorporation of methodological tools for their future work as high school teachers. Therefore, students had the opportunity to participate in a new form of learning-teaching in which they were responsible for the research, discussion and synthesis of the  available information.
publisher Asociación de Docentes de Ciencias Biológicas de la Argentina
publishDate 2014
url https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22443
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