Quineche Daniel Meza
The book is presented in this event is the result of dialogue between scientists and educators and a collective effort between civil society and academia. This experience is a sign of the path that we must continue to put pressure on policy makers to address the fundamental problems of our society.
The challenges we face today and will face our future generations have as much to the preservation of life on Earth as meeting the basic needs of the poorest people of our country and the world. Under these considerations
is insufficient today and then talk about development proposals emerge as sustainable development or human development. Benjamín Marticorena
, from a critical perspective the question why we have come to this situation, has only one answer: the utilitarian paradigm of science and technology is installed in the world since the sixteenth century. This is expressed in the idea that the continuous improvement of the quality of human life is only possible "through the rational and systematic nature" and that assumes that nature is inexhaustible. This paradigm is now in a severe crisis. Population and consumption of nature have not only increased but the use of energy inputs and production processes have been inadequate risk life on the planet itself. "The natural sciences tell us about the world and technology provides us the way to put at the service of society, but both science and technology, require a social control so that people can enjoy their high profits without being affected by their potential risks "
The challenges we face today and will face our future generations have as much to the preservation of life on Earth as meeting the basic needs of the poorest people of our country and the world. Under these considerations
is insufficient today and then talk about development proposals emerge as sustainable development or human development. Benjamín Marticorena
, from a critical perspective the question why we have come to this situation, has only one answer: the utilitarian paradigm of science and technology is installed in the world since the sixteenth century. This is expressed in the idea that the continuous improvement of the quality of human life is only possible "through the rational and systematic nature" and that assumes that nature is inexhaustible. This paradigm is now in a severe crisis. Population and consumption of nature have not only increased but the use of energy inputs and production processes have been inadequate risk life on the planet itself. "The natural sciences tell us about the world and technology provides us the way to put at the service of society, but both science and technology, require a social control so that people can enjoy their high profits without being affected by their potential risks "
Making the social control of science and technology involves scientific and technological literacy of all people and to do her schooling is the preferred mechanism available to society. For many critics
school is in deep crisis. Therefore, precisely, the challenge is to rescue and strengthen because the school is the only scenario in which society has to develop critical thinking, ie the ability to judge and comment correctly on the uses and abuses of science and technology.
The change in the essence of the school and particularly the teaching of science and technology it requires and demands a new social pact. This will "promote, in all its potential, critical thinking, affection for nature and society and intellectual responsibility."
Pierre Fayard states that no longer need to reflect further on whether of a society with greater scientific literacy, which is now required is action to achieve that goal. The power of science and technology has reached such a level can not say for itself where to go. It is therefore essential to create links between science and society through various strategies to make it available to society changes arising from the changing role of science and technology. Within the still undefined knowledge society, ICTs are the means that more and start to use social networks is becoming essential.
Fabiola Leon-Velarde and Hugo Flores suggested that the classroom is the ideal place to inspire generations new passion for science, not as an abstract and remote from reality, but as an immediate application development. During the school the best way of enhancing the knowledge is through research and it is she who will provide us with inquiring and creative citizens. We all ask questions of all kinds and every day. The scientific method helps us to address this question with a more objective and, therefore, closer to the truth. For a critical and scientific thinking must begin very early, ie, from the school. The belief that science is only necessary for scientists or engineers is outdated in today's world. However, science education in Peru has serious shortcomings such as low student preparation in science, little emphasis on teacher training, the few advances in the use of modern active methods of education and insufficient use of educational technology. It concludes that research in the school with relevant experiments in child development and a clear explanation of the concepts involved. To do science projects should be properly planned and have certain characteristics to ensure quality.
Gilles and Philippe Cappe Delforge propose that the natural sciences in the school are a privileged entry to discuss the environmental pillar of sustainable development, by providing knowledge for understanding the phenomena involved but also because of practical reasons. In the natural sciences knowledge is constructed by the practice of research. At school, students should be placed as researchers face a problem, set out hypotheses and develop protocols to test these hypotheses. The results obtained are used to draw conclusions that constitute knowledge. Similar situation exists in Education for Sustainable Development. This is not to teach but to teach options to choose. To make clear choices requires some clues, both cognitive and methodological order, accurate and comprehensive knowledge on the one hand (knowing), and reasoning and analysis methods (know how). Jorge Jhoncón
and Carmen Mayorga highlight that Peru is one of the five countries with greatest biodiversity in the world and its multiplicity of genetic resources is an achievement of aboriginal human groups during the process of around ten thousand years , and domesticated species of native flora and fauna selected and adapted to different ecological zones. These characteristics give importance to Peru global strategy for the XXI century will be to biotechnology and genetic engineering and show extraordinary potential for developing new business. However, the dispersion of knowledge and divorce that exists between scientific knowledge and action are the two major obstacles to increased productivity of current science in our country. It is necessary, then take train scientific awareness regarding the protection and proper use of our bio. The training of such personnel should be from primary school and under the model of inclusive education in science, the interdisciplinary model. Yanira
Loyola reminds us that students learn in so far as actively construct their knowledge, not taking the information passively. That is why it is increasingly important that teachers know the students' cognitive processes and strategies related to cognitive and metacognitive learning for a better performance as a mentor of learning.
Glos Juana Loayza and James argue that addressing the problems arising from the environmental crisis, social and economic, education has to play its fundamental role of training people can learn and apply their learning in solving these problems. The initiative taken in 1982 Arequipa, which was consolidated in 1991 with the founding of the Institute for Educational Research Yachay Wasi is a demonstration of the search path for building an alternative methodology for science education in Peru. The method Yachay Wasi is defined as a strategy of teaching and learning methodology that is able to develop cognitive and affective skills and creates a positive climate of respect and values \u200b\u200bin the classroom. Obviously
inhibits me to comment on the article that I attended the lecture. His text is from the book and invite you to read it.
hope that all teachers can share, discuss ideas and experiences containing the book and motivate us to continue building a country that moves in history backs the sustainable development and human development.
school is in deep crisis. Therefore, precisely, the challenge is to rescue and strengthen because the school is the only scenario in which society has to develop critical thinking, ie the ability to judge and comment correctly on the uses and abuses of science and technology.
The change in the essence of the school and particularly the teaching of science and technology it requires and demands a new social pact. This will "promote, in all its potential, critical thinking, affection for nature and society and intellectual responsibility."
Pierre Fayard states that no longer need to reflect further on whether of a society with greater scientific literacy, which is now required is action to achieve that goal. The power of science and technology has reached such a level can not say for itself where to go. It is therefore essential to create links between science and society through various strategies to make it available to society changes arising from the changing role of science and technology. Within the still undefined knowledge society, ICTs are the means that more and start to use social networks is becoming essential.
Fabiola Leon-Velarde and Hugo Flores suggested that the classroom is the ideal place to inspire generations new passion for science, not as an abstract and remote from reality, but as an immediate application development. During the school the best way of enhancing the knowledge is through research and it is she who will provide us with inquiring and creative citizens. We all ask questions of all kinds and every day. The scientific method helps us to address this question with a more objective and, therefore, closer to the truth. For a critical and scientific thinking must begin very early, ie, from the school. The belief that science is only necessary for scientists or engineers is outdated in today's world. However, science education in Peru has serious shortcomings such as low student preparation in science, little emphasis on teacher training, the few advances in the use of modern active methods of education and insufficient use of educational technology. It concludes that research in the school with relevant experiments in child development and a clear explanation of the concepts involved. To do science projects should be properly planned and have certain characteristics to ensure quality.
Gilles and Philippe Cappe Delforge propose that the natural sciences in the school are a privileged entry to discuss the environmental pillar of sustainable development, by providing knowledge for understanding the phenomena involved but also because of practical reasons. In the natural sciences knowledge is constructed by the practice of research. At school, students should be placed as researchers face a problem, set out hypotheses and develop protocols to test these hypotheses. The results obtained are used to draw conclusions that constitute knowledge. Similar situation exists in Education for Sustainable Development. This is not to teach but to teach options to choose. To make clear choices requires some clues, both cognitive and methodological order, accurate and comprehensive knowledge on the one hand (knowing), and reasoning and analysis methods (know how). Jorge Jhoncón
and Carmen Mayorga highlight that Peru is one of the five countries with greatest biodiversity in the world and its multiplicity of genetic resources is an achievement of aboriginal human groups during the process of around ten thousand years , and domesticated species of native flora and fauna selected and adapted to different ecological zones. These characteristics give importance to Peru global strategy for the XXI century will be to biotechnology and genetic engineering and show extraordinary potential for developing new business. However, the dispersion of knowledge and divorce that exists between scientific knowledge and action are the two major obstacles to increased productivity of current science in our country. It is necessary, then take train scientific awareness regarding the protection and proper use of our bio. The training of such personnel should be from primary school and under the model of inclusive education in science, the interdisciplinary model. Yanira
Loyola reminds us that students learn in so far as actively construct their knowledge, not taking the information passively. That is why it is increasingly important that teachers know the students' cognitive processes and strategies related to cognitive and metacognitive learning for a better performance as a mentor of learning.
Glos Juana Loayza and James argue that addressing the problems arising from the environmental crisis, social and economic, education has to play its fundamental role of training people can learn and apply their learning in solving these problems. The initiative taken in 1982 Arequipa, which was consolidated in 1991 with the founding of the Institute for Educational Research Yachay Wasi is a demonstration of the search path for building an alternative methodology for science education in Peru. The method Yachay Wasi is defined as a strategy of teaching and learning methodology that is able to develop cognitive and affective skills and creates a positive climate of respect and values \u200b\u200bin the classroom. Obviously
inhibits me to comment on the article that I attended the lecture. His text is from the book and invite you to read it.
hope that all teachers can share, discuss ideas and experiences containing the book and motivate us to continue building a country that moves in history backs the sustainable development and human development.
(1) Author comment on the book "The Teaching of Natural Sciences. Reflections and teaching strategies." during his presentation on September 15, 2010.
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