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Resumen El presente estudia la eficacia del aprendizaje colaborativo, aprendizaje basado en problemas e indagacion en estudiantes de primer ano Secundaria en la asignatura de biologia, en un colegio particular de Concepcion, con la finalidad de analizar su incidencia en el razonamiento cientifico y rendimiento academico. El diseno de la investigacion es cuasi experimental con pre y post test para tres grupos de estudio. Los resultados indican una influencia positiva de todas las metodologias en el razonamiento cientifico de los estudiantes, siendo estadisticamente significativo para el razonamiento hipotetico-deductivo, pero no para el razonamiento empirico-inductivo y en transicion. El aprendizaje colaborativo e indagacion evidenciaron un incremento estadisticamente significativo en el rendimiento academico en los conceptos de enzimas, fotosintesis y respiracion celular. Al comparar la efectividad de las tres metodologias con el rendimiento academico, el aprendizaje colaborativo es mas eficaz respecto al aprendizaje basado en problemas e indagacion respecto al ABP. En el caso de aprendizaje colaborativo e indagacion no se evidencian diferencias estadisticamente significativas. Se hace necesario promover el uso de metodologias activas que permitan a los alumnos construir su aprendizaje sobre problemas utilizando la forma de razonar propia de la ciencia en otras asignaturas con la guia de su profesor. Palabras clave: metodologias activas, indagacion, Aprendizaje basado en problema, Aprendizaje colaborativo. EFFICACY OF THREE METHODOLOGICAL PROPOSALS IN SCIENTIFIC REASONING AND ACADEMIC PERFORMANCE IN SECONDARY STUDENTS Abstract The effectiveness of collaborative learning, problem-based learning and inquiry in first-year students is studied. Secondary in the subject of biology, in a private school in Concepcion, with the purpose of analyzing its incidence in scientific reasoning and academic performance. The design of the research is quasi-experimental with pre and posttest for three study groups. The results indicate a positive influence of all the methodologies in the students' scientific reasoning, being statistically significant for the hypothetic-deductive reasoning, but not for the empirical-inductive reasoning and in transition. Collaborative learning and inquiry showed a statistically significant increase in academic performance in the learning of the concepts of enzymes, photosynthesis and cellular respiration. When comparing the effectiveness of the three methodologies with academic performance, collaborative learning is more effective in relation to problem-based learning and inquiry about PBL. In the case of collaborative learning and inquiry, no statistically significant differences are evidenced. It is necessary to promote the use of active methodologies that allow students to build their learning about problems using the way of reasoning proper to science in other subjects with the guidance of their teacher. Key words: active methodology, inquiry, problem-based learning, biology