Enseñanza- aprendizaje a través de la escultura de ensamble para la participación activa

Abstract

In this research project carried out in pre-professional practices for the Miguel Merchán Educational Unit, it is shown that an active methodology allows the development of teaching-learning, in the classroom context, to be deeper. By implementing a cognitive methodology such as Enactivism, through “Assembly Sculpture” and the assembly of models; As a potential tool in teaching the subject of chemistry and ECA, it will show that it is essential to encourage groups of young people in a process of collective learning and active participation in the construction of theoretical knowledge, which also develops their motor potential. Creative materials are a means that produce experiences so that students can take advantage of and identify properties in them, thus developing social and cognitive skills that will help them implement similarities and differences, solve problems, develop creativity, strengthen motor skills, work attentional processes, strengthen the student-teacher bond and, in the same way, allow teachers to relate to their students in the most profound and significant teaching-learning processes. The research tools that were used for this project were interviews, observations, surveys whose purpose was to gather information and data in an organized and structured manner through the use of pre-established questions, in order to achieve a more detailed understanding of the proposed topic. , another of the tools used were research devices such as open observation, this is a technique that was used in the field, during the first classes. Social and educational research devices, such as interviews, observation and applied experimental classes, allow data to be collected in a direct and non-preconceived manner, in order to corroborate the pedagogical problems evidenced and test the proposal that we make through assembly sculpture. to promote meaningful learning. The main function of the research was to observe and record the behavior of the classroom environment and the learning processes, without the direct intervention of the researcher, but rather as an expectant.