Directed Research as an Alternative in the Teaching of Science
DOI:
https://doi.org/10.15359/rep.6-1.7Keywords:
science teaching, guided research, meaningful learning, learning to learn, constructivism, learning strategies, discovery learning, cognitive conflict, humanism, metacognition, banking teaching, teaching processAbstract
This paper presents and analyzes a leamings trategy devoted to the teaching of Science which is called: guided research. It shows the historical origin of this strategy promoting a mandatory change in the banking and associationist teaching, a teaching model which takes into account the student and his teaching environment. It also explains a series of aspects to be used in the high school science classes in Costa Rica; as well as other metacognitive and constructivist trends in order to ensure a meaningful leaming on the studied topic considering the different leaming styles and multiple intelligences. lt also mentions the possible scope and limitations of the applied strategy. The main idea of using the guided research is that by using the scientific method, students built by themselves a body of knowledge that allows them to scientifically explain intriguing daily phenomena.
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