Keywords
Programación, Ciencias de la Naturaleza, Educación Primaria, indagación, unidad didáctica., Didactic Year Program, Natural Science, Primary Education, inquiry, didactic unit.
Programación de Ciencias de la Naturaleza para 6.º curso de Educación Primaria
Abstract
El trabajo que se presenta ofrece un diseño personal de nueve unidades didácticas, con su respectivo desarrollo de los elementos nucleares de una programación, para la asignatura de Ciencias de la Naturaleza en el sexto curso de Educación Primaria.
El documento, que pretende ser un reflejo de la actuación en el aula, plasma el estilo docente de la autora, a la vez que bebe de los principios pedagógicos fundamentales e integra los criterios curriculares que propone la ley vigente. Da respuestas concretas al qué y al cómo aprender para colaborar en la consecución del principal objetivo de la Educación Primaria: contribuir a la formación integral del alumnado por medio de una enseñanza que favorezca el desarrollo de la personalidad y la adquisición de habilidades socioafectivas, culturales y de trabajo.
Para lograr este fin, se cuenta con una sólida fundamentación teórica que versa, principalmente, sobre las aportaciones de la teoría constructivista, a la vez que se integran otras propuestas bibliográficas que aportan una visión actualizada y experta. Igualmente, se proponen como medios para la actuación diversas metodologías, como el Aprendizaje Cooperativo, el Aprendizaje Basado en Problemas o el enfoque competencial, para centrar el aprendizaje en la construcción del alumno, favorecer la interacción y atender a la transversalidad del conocimiento.
De igual manera, se introducen otros recursos en el proceso educativo, entre ellos cabe mencionar los experimentos ilustrativos, las rutinas y destrezas de pensamiento, o las actividades que integran las TIC, como vías de acercamiento a la ciencia significativas, contextualizadas y de calidad. Así, muchas de estas actividades conforman los distintos hilos conductores que dan cohesión a la experiencia educativa.
Todo lo anterior construye una propuesta docente ilustrada e innovadora para responder eficazmente a las necesidades educativas de nuestro tiempo y contribuir a un mejor desempeño docente para un óptimo aprendizaje.
This end of degree paper presents a personal design of nine didactic units, with their respective development of the core elements of a didactic year program, for the subject of Natural Science in the sixth year of Primary Education. The document, which aims to reflect the performance in the classroom, shows the teaching style of the author, while is based on the fundamental pedagogical principles and integrates the curricular criteria proposed by the current law. In addition to addressing the legislative demands, the project aims at contributing to the integral formation of the students by means of a teaching that favors the students personality development and the acquisition of socio-affective, cultural and working skills. To achieve this end, there is a solid theoretical foundation that deals mainly with the contributions of constructivist theory, as integrating other bibliographical proposals that provide an updated and expert vision. Likewise, various methods and notable methodologies are propounded as means of action, such as cooperative learning, problem-based learning or the competency approach, to focus learning on student construction, encourage interaction and address the cross-curricular nature of knowledge. In the same way, other resources are introduced in the educational process, such as the illustrative experiments, the thinking routines and skills, or the activities that make up the ICT, as a significant, contextualized and quality approach to science. Thus, many of these activities constitute the different threads that give cohesion to the educational experience. All the above builds an innovative teaching proposal to respond effectively to the educational needs of our time and contribute to a better teaching performance for optimal learning.
This end of degree paper presents a personal design of nine didactic units, with their respective development of the core elements of a didactic year program, for the subject of Natural Science in the sixth year of Primary Education. The document, which aims to reflect the performance in the classroom, shows the teaching style of the author, while is based on the fundamental pedagogical principles and integrates the curricular criteria proposed by the current law. In addition to addressing the legislative demands, the project aims at contributing to the integral formation of the students by means of a teaching that favors the students personality development and the acquisition of socio-affective, cultural and working skills. To achieve this end, there is a solid theoretical foundation that deals mainly with the contributions of constructivist theory, as integrating other bibliographical proposals that provide an updated and expert vision. Likewise, various methods and notable methodologies are propounded as means of action, such as cooperative learning, problem-based learning or the competency approach, to focus learning on student construction, encourage interaction and address the cross-curricular nature of knowledge. In the same way, other resources are introduced in the educational process, such as the illustrative experiments, the thinking routines and skills, or the activities that make up the ICT, as a significant, contextualized and quality approach to science. Thus, many of these activities constitute the different threads that give cohesion to the educational experience. All the above builds an innovative teaching proposal to respond effectively to the educational needs of our time and contribute to a better teaching performance for optimal learning.
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