Aprendizaje profundo de las energías renovables a través del modelo de las Naciones Unidas
Aprendizaje profundo de las energías renovables a través del modelo de las Naciones Unidas
Director
Villalba Baza, Carlos Abraham
Autor corporativo
Recolector de datos
Otros/Desconocido
Director audiovisual
Editor/Compilador
Editores
Universidad Tecnológica de Pereira
Tipo de Material
Fecha
2022
Cita bibliográfica
Título de serie/ reporte/ volumen/ colección
Es Parte de
Resumen
La presente investigación tiene como propósito comprender cómo se promueve el aprendizaje profundo
(argumentación y motivación) de las energías renovables a través de un Modelo de las Naciones Unidas
(MUN) en estudiantes del grado décimo de la Institución Educativa el Carmelo de San Juan del Cesar – La
Guajira. Esta investigación se desarrolló orientada a través del paradigma cualitativo con diseño de estudio
de casos colectivo. La recolección de la información fue realizada mediante la aplicación de una propuesta
didáctica denominada APEMUN (aprendizaje profundo de las energías renovables a través del modelo de las Naciones Unidas): un viaje en el mundo de las energías renovables, enfocada en la compresión de las
capacidades argumentativas y motivacionales de los estudiantes, por medio de cuestionarios, autoevaluaciones, discursos y transcripción de intervenciones basadas en situaciones sociocientíficas
contextualizadas. Como resultado inicial se encontró que los estudiantes manifestaron desmotivación hacia
y por el conocimiento científico (energías renovables), falencias a nivel argumentativo expresado a través de carencias en disertaciones, refutaciones, producción textual científica basada en pruebas y uso de diferentes fuentes de información. Luego de la implementación del modelo APEMUN donde analizaron y debatieron acerca de situaciones sociocientíficas locales, nacionales e internacionales, documentándose acerca de las mismas para la construcción de argumentos y contraargumentos que fueron socializados y debatidos, los resultados y conclusiones hacen referencia a mejoras en los niveles argumentativos y motivacionales por parte de los estudiantes y la pertinencia en la aplicación de actividades académicas que brinden un rol participativo y protagónico a los mismos.
The present investigation has as its main purpose to understand how deep learning (argumentation and motivation) of renewable energy is promoted through a Model United Nations (MUN) in students coursing the 10th grade at the Carmelo de San Juan del Cesar Educational Institution – La Guajira. This research was developed through the qualitative paradigm with a collective case study design. The data collection was conducted through the application of a didactic proposal dubbed as APEMUN (Spanish for: deep learning of renewable energy through Model United Nations): a journey through the world of renewable energy, focused on the understanding of the argumentative and motivational capacities of the students through questionnaires, self-assessments, speeches, and transcriptions of interventions based on contextualized socio-scientific situations. As an initial result, it was found that students expressed lack of motivation towards and because of scientific knowledge’s (renewable energy’s) shortcomings at an argumentative level expressed through gaps in dissertations, refutations, evidence-based scientific textual production, and use of different sources of information. Throughout the implementation of the APEMUN model participants analyzed and debated over local, national, and international socio-scientific situations; acquainting themselves about them for the construction of arguments and counterarguments that were socialized and debated. After the implementation, the results and conclusions make reference to improvement in argumentative and motivational levels on the students part and highlight the importance of bringing a participative and central role to the students.
The present investigation has as its main purpose to understand how deep learning (argumentation and motivation) of renewable energy is promoted through a Model United Nations (MUN) in students coursing the 10th grade at the Carmelo de San Juan del Cesar Educational Institution – La Guajira. This research was developed through the qualitative paradigm with a collective case study design. The data collection was conducted through the application of a didactic proposal dubbed as APEMUN (Spanish for: deep learning of renewable energy through Model United Nations): a journey through the world of renewable energy, focused on the understanding of the argumentative and motivational capacities of the students through questionnaires, self-assessments, speeches, and transcriptions of interventions based on contextualized socio-scientific situations. As an initial result, it was found that students expressed lack of motivation towards and because of scientific knowledge’s (renewable energy’s) shortcomings at an argumentative level expressed through gaps in dissertations, refutations, evidence-based scientific textual production, and use of different sources of information. Throughout the implementation of the APEMUN model participants analyzed and debated over local, national, and international socio-scientific situations; acquainting themselves about them for the construction of arguments and counterarguments that were socialized and debated. After the implementation, the results and conclusions make reference to improvement in argumentative and motivational levels on the students part and highlight the importance of bringing a participative and central role to the students.