Resumen de Mediación tecnológica apoyada en la Cultura Maker para la enseñanza de Ciencia y Tecnología en educación secundaria

Martín Santiago Domínguez González

• español

  “El problema de investigación emerge de los resultados de la prueba PISA, respecto a la materia de ciencias, aplicada al concluir el nivel de educación secundaria en México. En ella se identifica un bajo rendimiento de los estudiantes en ciencias, y una de sus probables causas es el método de enseñanza del docente para dicha asignatura. Teniendo lo anterior en cuenta, en este trabajo se desarrolló una estrategia dirigida a los profesores, basado en una dinámica de acción y reflexión con el investigador, con la finalidad de desarrollar actividades de enseñanza y aprendizaje como una alternativa para su práctica docente”.

• English

  This thesis reports on a project aimed at creating a proposal for technological mediation supported by Culture Maker, to promote a change in the teaching practice of the Secondary Education Science and Technology teacher.

  The research problem comes from PISA, about Sciences, from secondary education in Mexico. Which explains that there is a low scholar level of students in Science, probably caused by the teacher's way of teaching. For this, a strategy was proposed to the teachers, which consisted of a dynamic of action and reflection with the researcher, to develop teaching and learning activities as an alternative for their teaching practice.

  The study design was qualitative with an action-research focus and criteria sampling. First, teachers were invited to voluntarily participate in their training, as a proposal for their strategy in the classroom. Later in a second time, the teacher executed his proposal with his students. These actions were carried out by three teachers, from an initial group of 19 participants, from public secondary schools in Puebla, Mexico. They considered changing the way they teach subjects from their third year of secondary education.

  The investigator's cooperation actions were to stimulate and accompany. The first was useful to get the teacher to experiment; the second action, to follow your action. The researcher was able to collect information, with a biographical focus, the experience lived by the teacher and carry out an analysis in an inductive and structured way with the grounded theory. Then, elements were found in the codes that describe the phenomenon, the confirmation of the theories of constructionism and the andragogy of this research, and the generation of emerging theory, described with the conceptual structures of training and teacher action. The results helped generate a technological mediation proposal that promoted the adoption of Maker Culture by the Science and Technology teacher in Secondary Education, this was evidenced with a glossary related to Maker Culture, the vision of Andragogy for training courses teacher and the conceptual networks that describe how the phenomenon happened.