El efecto de las actividades de escritura de diario sobre diversas variables dentro del ámbito del curso de métodos de enseñanza especiales
DOI:
https://doi.org/10.22633/rpge.v29iesp1.20455Palabras clave:
Escritura de diario, Docentes en prácticas, Métodos de enseñanza especiales, Revistas científicasResumen
Este estudio tuvo como objetivo examinar el efecto de las actividades de escritura en diario, una de las actividades de escritura para aprender, en la percepción de los futuros docentes de ciencias sobre la eficacia en la selección de técnicas de enseñanza, sus habilidades de aprendizaje inquisitivo orientado a las ciencias y su tendencia al pensamiento reflexivo. En el estudio, se empleó un diseño pretest-postest de un solo grupo, uno de los diseños experimentales más débiles del enfoque cuantitativo. Participaron 29 futuros docentes del Departamento de Didáctica de las Ciencias de la Universidad de Kafkas. Los datos del estudio se recopilaron mediante la Escala de Competencia Percibida en la Selección de Técnicas de Enseñanza, la Escala de Percepción de Habilidades de Aprendizaje Inquisitivo Orientado a las Ciencias y la Escala de Tendencia al Pensamiento Reflexivo. Se encontraron diferencias estadísticamente significativas entre las puntuaciones pretest y postest de los estudiantes para cada una de las escalas, a favor de las puntuaciones postest.
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