By Gustavo Gennuso
Note:
This set of notes we will try to tell with greater simplicity possible, but without losing depth considerations on the didactic technology. We begin with the general presentation and move forward into the EGB3 examples that allow us to see how our proposal works
What has changed?
Proposal educational technology has evolved as the area was becoming a reality in classrooms. It is a logical way to have gone learning, changing views, debating to start building teaching models that facilitate the appropriation of content that can operate meanings in reality. An example of this evolution is the path in many places has been called "Technology Project."
From start over as a method of content in this time we finding its place among the contents. What they teach as working groups in technological development make for solve problems or challenges they face. These changes are related to the restatement teaching, but also with a better definition of the object of study that requires the need to adapt courtly practice.
If for example my subject out "how to make or develop technology may technological project should be the central method of teaching in the area. However, some suggest that Technology Education is an area of \u200b\u200bgeneral education is not intended for the education of technologists but to analyze and reflect the technical and cultural product, to know reality and to intervene in this situation, taking man as point of departure and arrival . That is, art as a collective in the context of the that influences and is influenced. For the latter, the teaching strategy must go beyond that the proposed technology project. You must enable reflection on the complex relationships underpinning technology to society, culture knowledge.
Something similar can be said about another set of content has also been taken method: the analysis of products. As presented in many proposals curriculum refers to the teaching method used industrial designers to approach an object designed or designed, which is important but makes only a part. To consider them as a cultural product technological objects are subject to different viewpoints, forms of analysis and ways of approaching.
Where do we walk?
know the importance of students to propose a cognitive conflict take them to reorganize their existing knowledge and build new knowledge significant. There is also consensus that education should include technology "learning by doing." It seems, then that technology is important problematize teaching content through containing situations. The work or operate in the resolution of this problematization can promote concern for learning and also includes in many cases the use of media and technical processes. The proposed methodology has several times between those who want to rescue two relevant: the time to "solve by doing and the moment of reflection. Obviously
be present moments like inquiry and expression of prior knowledge, information, evaluation, etc. If technology was only teaching techniques or processes understanding and knowledge of products the moment of reflection would not exist. Sin embargo consider it essential to our proposal that should be made explicit here the art contextual relationships (society, culture, knowledge ). Now say we can refer to temporary spaces rigid however this is not necessarily the case because there may be a permanent interaction between learning by doing and reflection. This means that the presentation of problem situations is to our understanding of the importance strategies in teaching technology.
Consider first that features should have these problematic situations :
· be understood: This requires the teacher technology capacity formulate problems that are understood by students. It is common think the solution first and then from there we make a proposal problematization. This road needs at the discretion of several looks in the formulation of the problem as being thought from the solution given for obvious things that are not for those who do not know.
In almost opposite, also tend to think the problem without taking into account the solution . While we do not propose unique solutions to the effort to imagine what ours would be to help in cases of immobilisation the process by finding no alternative.
· admit more than one solution : Related to the previous point can say here that is extremely interesting that the problematic situation is open allowing creativity, the search for alternatives.
· allow the design and development of a solution that resolves the situation : In general the power to resolve the situation in question helps students position with a positive attitude to further analysis. On the other hand it not a proposed solution to a solution can indicate that the situation could not promote new learning. This is different to
work with the error as a source of learning, that we can speak of error must have a proposal, but this is wrong.
· be motivating to promote learning, represent a challenge : is important that the student takes ownership of the situation, take ownership.
· promote individual and group reflection : This is one of the intentions of the didactic approach, that the situation presented go beyond the situation itself and allow work concepts and procedures global.
· Interrelate contents: The contents are not isolated, but are deeply related. Working with the problematic situation should allow highlight this relationship
· contextualize the content to work : This is one of the basic requirements technological education in technical production this inserted in context and therefore it is important that those contents have we address this in mind. Overall problematic situations that we propose will have to do with a simulation of reality in a school context, which in itself imposes conditions. Contextualizing not mean, in our view, only take for solving real problems but also put in a context of simulated problems so that students can view them as real.
· be embedded within a thematic sequence and have an intention Teaching : On one hand we must be able to make a selection of themes to work and sequenced so as to propose a temporary proposed to be developing. For other situations should be raised of an intention to take to address the proposed contents. often think the situation first and then the contents work, which does not seem to respond to a planned activity of the technology education.
· propose a construction from the prior knowledge in a new situation.
The area of \u200b\u200binquiry that should be mentioned further on one side and meanings to the content addressed, lead to information and argument. Furthermore it is important that contains spaces metacognitive where you can recreate or conceptualizing the road that ran.
problematic situations can be as varied as the basis of the predetermine content to be working. Do not use it as an exercise an algorithm or technique, but to problematize the content. The evolution of a technique , the conceptualization of content, the impact analysis and processes, etc. can be worked out from these situations. Le
propose in the next note address some examples to "put in the classroom" so we have expressed.
This set of notes we will try to tell with greater simplicity possible, but without losing depth considerations on the didactic technology. We begin with the general presentation and move forward into the EGB3 examples that allow us to see how our proposal works
What has changed?
Proposal educational technology has evolved as the area was becoming a reality in classrooms. It is a logical way to have gone learning, changing views, debating to start building teaching models that facilitate the appropriation of content that can operate meanings in reality. An example of this evolution is the path in many places has been called "Technology Project."
From start over as a method of content in this time we finding its place among the contents. What they teach as working groups in technological development make for solve problems or challenges they face. These changes are related to the restatement teaching, but also with a better definition of the object of study that requires the need to adapt courtly practice.
If for example my subject out "how to make or develop technology may technological project should be the central method of teaching in the area. However, some suggest that Technology Education is an area of \u200b\u200bgeneral education is not intended for the education of technologists but to analyze and reflect the technical and cultural product, to know reality and to intervene in this situation, taking man as point of departure and arrival . That is, art as a collective in the context of the that influences and is influenced. For the latter, the teaching strategy must go beyond that the proposed technology project. You must enable reflection on the complex relationships underpinning technology to society, culture knowledge.
Something similar can be said about another set of content has also been taken method: the analysis of products. As presented in many proposals curriculum refers to the teaching method used industrial designers to approach an object designed or designed, which is important but makes only a part. To consider them as a cultural product technological objects are subject to different viewpoints, forms of analysis and ways of approaching.
Where do we walk?
know the importance of students to propose a cognitive conflict take them to reorganize their existing knowledge and build new knowledge significant. There is also consensus that education should include technology "learning by doing." It seems, then that technology is important problematize teaching content through containing situations. The work or operate in the resolution of this problematization can promote concern for learning and also includes in many cases the use of media and technical processes. The proposed methodology has several times between those who want to rescue two relevant: the time to "solve by doing and the moment of reflection. Obviously
be present moments like inquiry and expression of prior knowledge, information, evaluation, etc. If technology was only teaching techniques or processes understanding and knowledge of products the moment of reflection would not exist. Sin embargo consider it essential to our proposal that should be made explicit here the art contextual relationships (society, culture, knowledge ). Now say we can refer to temporary spaces rigid however this is not necessarily the case because there may be a permanent interaction between learning by doing and reflection. This means that the presentation of problem situations is to our understanding of the importance strategies in teaching technology.
Consider first that features should have these problematic situations :
· be understood: This requires the teacher technology capacity formulate problems that are understood by students. It is common think the solution first and then from there we make a proposal problematization. This road needs at the discretion of several looks in the formulation of the problem as being thought from the solution given for obvious things that are not for those who do not know.
In almost opposite, also tend to think the problem without taking into account the solution . While we do not propose unique solutions to the effort to imagine what ours would be to help in cases of immobilisation the process by finding no alternative.
· admit more than one solution : Related to the previous point can say here that is extremely interesting that the problematic situation is open allowing creativity, the search for alternatives.
· allow the design and development of a solution that resolves the situation : In general the power to resolve the situation in question helps students position with a positive attitude to further analysis. On the other hand it not a proposed solution to a solution can indicate that the situation could not promote new learning. This is different to
work with the error as a source of learning, that we can speak of error must have a proposal, but this is wrong.
· be motivating to promote learning, represent a challenge : is important that the student takes ownership of the situation, take ownership.
· promote individual and group reflection : This is one of the intentions of the didactic approach, that the situation presented go beyond the situation itself and allow work concepts and procedures global.
· Interrelate contents: The contents are not isolated, but are deeply related. Working with the problematic situation should allow highlight this relationship
· contextualize the content to work : This is one of the basic requirements technological education in technical production this inserted in context and therefore it is important that those contents have we address this in mind. Overall problematic situations that we propose will have to do with a simulation of reality in a school context, which in itself imposes conditions. Contextualizing not mean, in our view, only take for solving real problems but also put in a context of simulated problems so that students can view them as real.
· be embedded within a thematic sequence and have an intention Teaching : On one hand we must be able to make a selection of themes to work and sequenced so as to propose a temporary proposed to be developing. For other situations should be raised of an intention to take to address the proposed contents. often think the situation first and then the contents work, which does not seem to respond to a planned activity of the technology education.
· propose a construction from the prior knowledge in a new situation.
The area of \u200b\u200binquiry that should be mentioned further on one side and meanings to the content addressed, lead to information and argument. Furthermore it is important that contains spaces metacognitive where you can recreate or conceptualizing the road that ran.
problematic situations can be as varied as the basis of the predetermine content to be working. Do not use it as an exercise an algorithm or technique, but to problematize the content. The evolution of a technique , the conceptualization of content, the impact analysis and processes, etc. can be worked out from these situations. Le
propose in the next note address some examples to "put in the classroom" so we have expressed.
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