INDAGA: Construyendo comunidades de indagación dialógica
PDF

Palabras clave

Innovación educativa
Interacciones dialógicas
Habilidades del siglo XXI
Educación para el desarrollo sostenible
Comunidades de indagación

Cómo citar

Hernández Cruz, R. I., Ancona Martínez, S., Drummond Durey, H., Rangel Guzmán, X. T., & Rojas-Drummond, S. (2024). INDAGA: Construyendo comunidades de indagación dialógica. DIDAC, (83 ENE-JUN), 7–23. https://doi.org/10.48102/didac.2024.83_JUL-DIC.148

Resumen

En este trabajo se presentan la descripción y resultados preliminares del programa de innovación educativa Indaga, cuyo objetivo es fomentar en los educandos una cultura científica que permita crear, aplicar y difundir conocimiento sobre problemas socioambientales con una visión de sostenibilidad. Indaga promueve el desarrollo de habilidades esenciales para vivir en el siglo XXI (OCDE, ATC21S), en torno a un eje fundamental: la “indagación dialógica”. El programa se sustenta en la formación de comunidades de indagación, la construcción de aprendizajes integrales mediante el desarrollo de proyectos de investigación y la vinculación de espacios de aprendizaje formal y no formal. Indaga se implementó en una escuela privada al sur de la Ciudad de México, donde participaron 145 estudiantes de cuarto a sexto grado de primaria. Como resultado, los estudiantes identificaron problemáticas socioambientales y plantearon proyectos de investigación y soluciones en torno a éstas. Estos logros se manifestaron en la creación de una revista de divulgación y la presentación oral de sus hallazgos en una feria de ciencias.

https://doi.org/10.48102/didac.2024..83_JUL-DIC.148
PDF

Citas

Alexander, R. (2020). A dialogic teaching companion. Routledge.

Allison, E., Goldston, M.J. (2018). Modern Scientific Literacy: A Case Study of Multiliteracies and Scientific Practices in a Fifth Grade Classroom. J Sci Educ Technol 27(3), 270-283. https://doi.org/10.1007/s10956-017-9723-z

Ananiadou, K. & M. Claro. (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries, OECD Education Working Papers, 41, OECD Publishing. https://doi.org/10.1787/218525261154.

Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. The MIT Press.

Chalkiadaki, A. (2018). A systematic literature review of 21st century skills and competencies in primary education. International Journal of Instruction, 11(3), 1-16. https://doi.org/10.12973/iji.2018.1131a

Cope, B., & Kalantzis, M. (Eds.). (2016). A pedagogy of multiliteracies: Learning by design. Springer.

Garrison, D.R. (2017). E-Learning in the 21st Century. A community of inquiry framework for research and practice. Routledge.

Griffin, P., McGaw, B., & Care, E. (Eds.). (2012). Assessment and Teaching of 21st Century Skills. Springer. http://dx.doi.org/10.1007/978-94-007-2324-5_2

Howe, C. (2010). Peer groups and children’s development. Wiley-Blackwell.

Jewitt, C., & Kress, G. (2003). A multimodal approach to research in education. En S. Goodman, T. Lillis, J. Maybin, & M. Neil (Eds.), Language, literacy and education: a reader. (pp. 277-292). Trentham Books in association with the Open University: Stoke-on-Trent.

Jiménez Franco, V., Zúñiga García, M., Albarrán Díaz, C. D., Rojas-Drummond, S., Guzmán Tinajero, C. K., & Hernández Carrillo, F. B. (2008). La expresión escrita en alumnos de primaria. https://www.inee.edu.mx/wp-content/uploads/2019/01/P1D403-1.pdf

Littleton, K., & Howe, C. (Eds.). (2010). Educational dialogues: Understanding and promoting productive interaction. Routledge.

Maine, F., Cook, V., & Lähdesmäki, T. (2019). Reconceptualizing cultural literacy as a dialogic practice. London Review of Education, 17(3), 383-392.

Maybin, J. (2003). Voices, intertextuality and induction into schooling. En S. Goodman, T. Lillis & M. Neil (Eds.), Language, literacy and education: a reader. (pp. 159-170). Trentham Books in association with the Open University: Stoke-on-Trent.

Maybin, J. (2006). Children’s voices: Talk, knowledge and identity. Springer. https://doi.org/10.1057/9780230511958

Mercer, N. (2000). Words and minds: How we use language to think together. Psychology Press.

Myhill, D., & Newman, R. (2019). Writing talk: Developing metalinguistic understanding through dialogic teaching. En N. Mercer, R. Wegerif & L. Major (Eds.), The Routledge International Handbook of Research on Dialogic Education. (pp. 360-372). Routledge.

OCDE. (2018). The future of education and skills. Education 2030. OECD.

Palincsar, A. S., & Herrenkohl, L. R. (2002). Designing collaborative learning contexts. Theory into practice, 41(1), 26-32. https://doi.org/10.1207/s15430421tip4101_5

Rogoff, B. (1990). Apprenticeship in thinking. Cognitive development in social context. Oxford University Press.

Rogoff, B. (1991). Social interaction as apprenticeship in thinking: Guided participation in spatial planning. En L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition. (pp. 349-364). (Este capítulo adapta material presentado en Rogoff ’s “Apprenticeship in Thinking: Cognitive Development in Social Context” New York: Oxford University Press) American Psychological Association. https://doi.org/10.1037/10096-015

Rojas-Drummond, S., Hernández, G., Vélez, M., & Villagrán, G. (1998). Cooperative learning and the appropriation of procedural knowledge by primary school children. Learning and Instruction, 8(1), 37-61.

Rojas-Drummond, S. (2000). Guided participation, discourse and the construction of knowledge in Mexican classrooms.

Rojas-Drummond, S., & Mercer, N. (2003). Scaffolding the development of effective collaboration and learning. International Journal of Educational Research, 39(1-2), 99-111. https://doi.org/10.1016/S0883-0355(03)00075-2

Rojas-Drummond, S., Mazón, N., Fernández, M., & Wegerif, R. (2006). Explicit reasoning, creativity and co-construction in primary school children’s collaborative activities. Thinking Skills and Creativity, 1(2), 84-94. https://doi.org/10.1016/j.tsc.2006.06.001

Rojas-Drummond, S. M., Márquez, A. M., Hofmann, R., Maine, F., Rubio, A. L., Hernández, J., & Guzmán, K. (2016). Oracy and literacy in the making: Collaborative talk and writing in grade 6 Mexican classrooms. En A. Surian (Ed.), Open Spaces for Interactions and Learning Diversities. (pp. 69-108). Sense Publishers.

Rojas-Drummond, S. (2019). A dialogic approach to understanding and promoting literacy practices in the primary classroom. En N. Mercer, R. Wegerif & L. Major (Eds.), The Routledge International Handbook of Research on Dialogic Education. (pp. 360-372). Routledge.

Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-Century Skills Requires 21st-Century Teaching. Phi Delta Kappan, 94(2), 8-13. https://doi.org/10.1177/003172171209400203

Sharples, M. (1999). How we write: Writing as creative design. Psychology Press.

Street, B. V. (2005). At Last: Recent Applications of New Literacy Studies in Educational Contexts. Research in the Teaching of English, 39(4), 417-423. http://www.jstor.org/stable/40171646

UNESCO. (2020). Estudio ERCE 2019. UNESCO. https://www.unesco.org/es/articles/estudio-regional-comparativo-y-explicativo-erce-2019

Wells, G. (2009). Dialogic inquiry as collaborative action research. En The Sage handbook of educational action research (pp. 50-61). SAGE Publications Ltd, https://dx.doi.org/10.4135/9780857021021.n6

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.

Derechos de autor 2023 DIDAC

Descargas

Los datos de descargas todavía no están disponibles.