PIENSO QUE, LA CAPACIDAD DE ANÁLISIS ES PRODUCTO DE UNA COMPRENSIÓN OBJETIVA DE UN HECHO O SITUACIÓN, ASÍ MISMO TIENE MUCHO QUE VER EL ASPECTO SOCIO CULTURAL Y ELLO VA A DEPENDER DE REALES LINEAMIENTOS DE POLÍTICAS CON AUTONOMÍA, PENSANDO EN EL BIENESTAR PARA LAS GENERACIONES FUTURAS Y NO SOLO PENSANDO EN SUS INTERESES ECONÓMICOS.
EL BANCO MUNDIAL QUIEN GOBIERNA LOS PAÍSES EN VÍA DE DESARROLLO POR EJEMPLO, ES QUIEN NO PERMITE QUE EN EL PERÚ SE INVIERTA MÁS DEL 2.9% DEL PBI, PARA EL SECTOR EDUCACIÓN. ANALICEMOS, QUE AVANCES CIENTÍFICOS SE PUEDE DAR EN ÉSTA SITUACIÓN? NI CIENTÍFICO NI TECNOLÓGICO....SOLO CONSUMIDORES. CLARO ADORMECIENDO A UN PUEBLO CON FANTASÍAS, LAMENTABLEMENTE ES MUY DIFÍCIL PERO NO IMPOSIBLE QUE DESPIERTEN DE ÉSTE LETARGO.
EN EL ÁMBITO EDUCATIVO, DEPENDERÁ MUCHO DEL DOCENTE, DE SU NECESIDAD DE AFRONTAR NUEVOS RETOS, DE SER AUTODIDACTA, ES UN PROCESO Y ESPERO QUE SEA RÁPIDO, ÉSTOS ESPACIOS SON JUSTAMENTE LOS QUE NOS PERMITEN AVANZAR.
I work in the Instructional Integration Field... the field where it worked at 9AM but was changed prior to 11AM. Having a set of rules needs to be flexible to allow for those changes. David Copperfield said, "The key is for the audience never to know, so I have a plan B for every illusion."
To modify this for students/teachers....be willing/able to look for the misdirection and find where the real answer is.
So... I wonder how to increase the scanning ability and the vocabulary of people to adapt to new screens/programs.
In my opinion, science is a natural fit for the "wonder" we experience daily. Think about a very young child. While we do not hear him or her saying it, their behavior leads me to think they wonder "Is this food?" as objects are placed into the mouth.
I like to provide my students with unique photographs or videos. When I share these visuals, I often ask students these two questions:
- "What might have caused what you are seeing?"
- "What additional questions do you have after seeing this visual?"
Here is one example...
LAMENTO NO ENTENDER EL CONTENIDO DE LOS VÍDEOS POR ESTAR EN INGLÉS.
DEDUCIENDO DE LAS IMÁGENES:
EN UN NIÑO PEQUEÑO PIENSO QUE LE HA CAUSADO CURIOSIDAD COMO TAMBIÉN ASOMBRO
1.- LOS MAESTROS SUELEN HACER VIAJAR EN UN MUNDO IMAGINARIO AL ALUMNO CUANDO CARECEN DE MATERIALES.......IMAGÍNENSE.......YA LO TIENEN----?..,BIEN AHORA.......... ENSEÑARLES CIENCIAS NATURALES A PARTIR DE UN VÍDEO ¿QUE % DE APRENDIZAJE HABRÁ LOGRADO EL EDUCANDO?
2.- ¿QUÉ ES LO MÁS RECOMENDABLE, PRIMERO LLEVARLOS AL CAMPO O AL LUGAR DE LOS HECHOS A EXPERIMENTAR DESDE LA OBSERVACIÓN HASTA VALIDAR O INVALIDAR SU HIPÓTESIS O PRIMERO DESPERTAR LA CURIOSIDAD A TRAVÉS DE IMÁGENES Y SONIDOS?
3.- QUE ES MÁS MOTIVADOR PARA EL EDUCANDO, UN HERMOSO VÍDEO O LA NATURALEZA?
4.- ¿QUE PASA CON LAS SENSACIÓN DE CURIOSIDAD Y ASOMBRO SI EL ALUMNO NO LOGRA EN UN CORTO PAZO EXPERIMENTARLO?
I'm not sure I understood all of this post, but I have wondered, also if a video creates more wonder than a natural event. And I worry when children seem to view either and then just accept it as an event. Having grown up without tv I'm always curious about television that seems to provide all the answers. If a television program/video doesn't leave room for more exploration what is it's place in our (their) world.
I love the poster of "these are your children" - silhouettes of plain children. Followed by another group of silhouettes of children as knights, kings, fairies, with the caption these are your children on books.
Whatever we use, it will hopefully keep the discussion going rather than find an answer!
I like to ask my students to imagine what the world would be like without music.
What if there was no music in the movies? On birthdays? At parties?
Would there still be dancing?
What would be on the radio?
These questions really make them stop and think about how different life would be.
Sometimes I follow this up with: if you wanted to make music, what tools could you use? What type of instrument would you invent?
One of my teachers has posted an essential question on a bulletin board that will stay up all year long. The question is, "How do we communicate meaning?" The students are allowed to post any images, research, etc they find that helps build an answer. At the end of the year they will use this as a review of their learning.
I hope your teacher enjoys her Essential Question. I keep one Essential Question posted in my classroom. My 7th Grade Science core deals with structure. My question is "What would happen without structure?" I enjoy hearing parents discuss this question when they visit the room. One dad said "that fits my engineering perfectly!" A mother commented "see ... Mr. Westbroek knows why you need to do the dishes!"
I wonder when policy makers will make it a priority to install an infrastructure giving all US citizens access to broadband internet. I know a lot of cities have areas that are hot spots, but it seems like in order for our country to stay relavant a national network needs to be established, much like the television or interstate network.