Planificación, enseñanza y evaluación del concepto de ósmosis: Un estudio empírico en secundaria

Abstract

This article analyzes the planning, teaching and evaluation of the concept of osmosis carried out by a secondary school teacher. Thus, it is an empirical study that contributes to thinking about the educational act from the reality of the classroom and, of course, the curricular and teaching decisions that a teacher makes around the concept of osmosis. According to the above, this research used the qualitative study approach of descriptive perspective by simple case study. Three stages were followed for the empirical development that showed the following results: Class planning category, the teacher had total freedom to select a model or strategy that would guide their curricular and teaching planning, thus the model proposed by Garcia was selected by her (2019) model designed exclusively for the planning of specific topics in the natural sciences, is based on 8 dimensions that relate, among other things, the characteristics of the students, the contributions of the discipline and the state curriculum.
Class development category: The teacher uses pedagogical strategies that allow him to manage the classroom and condition students towards the achievement of learning objectives. Category students' ideas about osmoregulation in animals and plants, students establish that organisms (plants) need water and minerals for their functioning, excesses can unbalance the materials they need and generate survival problems; regulation is vital to maintain these conditions.