Guía metodológica basada en el método científico para el apoyo docente, en el área de Ciencias Naturales, unidad 5 “Materia y Energía” dentro del séptimo año de Educación General Básica”.

Abstract

The research work is based on the problematic evidence in the area of Natural Sciences, because the teacher uses a traditional methodology where text, blackboard and verbal explanations are part of the teaching-learning process of the educating; in addition, their classes are developed theoretically leaving aside experimentation and practice, which are an essential part of the subject. From this situation he has focused on the development of a methodological guide based on the scientific method for the seventh degree in the area of Natural Sciences, in the unit No. 5 "Matter and Energy", in order to serve as a pedagogical support for the teacher in the achievement skills with performance criteria. The methodology used was qualitative in nature because the scope of the research was descriptive, as well as an approach based on the socio-critical paradigm. The study was attended by 38 students and 1 teacher belonging to the aforementioned degree. To achieve the purpose of this guide, a diagnosis was based on tools such as: field journals, surveys, interviews and focus groups. With the information obtained from the field journals, surveys and interview, the respective triangulation was conducted according to five categories: content, planning, didactics, participation and evaluation, in each of them the respective information obtained that served in the construction of the methodological guide. Also in two practical classes applying the scientific method in conjunction with the focus groups served to know what experimental activities can be developed in each topic of unit No. 5, since in the classes taught the students were motivated and engaged at all times. The methodological guide developed presents activities to be developed through the scientific method and through experimentation, where the teacher can work it easily, easily and dynamically. More than this, the methodological guide was evaluated and approved by the working teacher, who released his perspective through a rubric, where he considered it as a tool that helps guide the class with different activities that can be applied, to achieve proposed goals and skills.