Published:
2024-03-19Issue:
Vol. 21 No. 1 (2024)Section:
Social environmentPropuesta para el fortalecimiento de los semilleros estudiantiles de carácter científico tecnológico. Estudio de caso: semilleros, departamento del Meta, Colombia
Proposal for the strengthening of student nurseries of a scientific and technological nature. Case study: seedbeds, department of Meta, Colombia
Keywords:
gestión del semillero, desarrollo del talento científico tecnológico, rol del docente, competencias científico-tecnológicas (es).Keywords:
seedbed management, development of scientific-technological talent, role of the teacher, scientific-technological competencies (en).Downloads
Abstract (es)
El presente artículo tiene como objetivo realizar una reflexión sobre una propuesta para el fortalecimiento de semilleros de investigación del campo Científico Tecnológico de los estudiantes en educación secundaria y media del departamento del Meta, Colombia. Este desarrollo se da a partir de las variables identificadas: gestión del semillero, el desarrollo del talento científico tecnológico, el rol del docente y las competencias científico-tecnológicas de los estudiantes; la investigación, metodológicamente, aborda el paradigma positivista con enfoque cuantitativo, mediante la recolección de información con técnica encuesta aplicada a 36 docentes inmersos en los procesos investigativos en las instituciones educativas púbicas del departamento del Meta, Colombia. Superado el trabajo de campo, aplicados los parámetros estadísticos y su correspondiente análisis de resultados, las conclusiones dan cuenta que, en la variable Gestión del Semillero, las subcategorías C y D (Aplicación de TIC), tienen porcentajes más altos en las categorías “regular” e “insuficiente”; como segunda variable analizada, Desarrollo del Talento Científico y Tecnológico, la subcategoría C (aplicación de las TIC), tiene mayor porcentaje en las categorías “regular” e “insuficiente”, de manera relevante; ahora, en la variable acerca de Rol del Docente, los resultados en esta categoría oscilaron entre “regular” y “deficiente”, se evalúan como débil la relación con el contexto, la poca atención a las necesidades y la dificultad del docente para el desarrollo en los estudiantes de Competencias Científico Tecnológicas. Finalmente, la variable Competencias Científico-Tecnológicas, la medición general para esta categoría osciló entre “regular” y “deficiente”, se señala que en su mayoría los proyectos se articulan de manera débil con el contexto. En consecuencia, se valida la importancia y pertinencia de la propuesta planteada sobre el fortalecimiento de los semilleros científico-tecnológicos para impactar la población objeto de estudio.
Abstract (en)
The objective of this article is to reflect on a proposal to strengthen research seedbeds in the Scientific and Technological field of students in secondary and secondary education in the department of Meta, Colombia. This development occurs from the identified variables: seedbed management, the development of scientific-technological talent, the role of the teacher and the scientific-technological competencies of the students; The research, methodologically, addresses the positivist paradigm with a quantitative approach, through the collection of information with a survey technique applied to 36 teachers immersed in the investigative processes in the public educational institutions of the municipality of Meta, Colombia. Once the field work has been completed, the statistical parameters and their corresponding analysis of results have been applied, the conclusions show that, in the Seedbed Management variable, subcategories C and D (ICT Application), have higher percentages in the “regular” categories. ” and “insufficient”; As the second variable analyzed, Development of Scientific and Technological Talent, subcategory C (application of ICT), has a higher percentage in the “regular” and “insufficient” categories, relevantly; Now, in the variable about Teacher Role, the results in this category ranged between “regular” and “poor”, the relationship with the context, the little attention to the needs and the difficulty of the teacher for development are evaluated as weak. in students of Scientific and Technological Competencies. Finally, the variable Scientific-Technological Competencies, the general measurement for this category ranged between “regular” and “poor”, it is noted that most of the projects are weakly articulated with the context. Consequently, the importance and relevance of the proposal raised on the strengthening of scientific-technological seedbeds to impact the population under study is validated.
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