Fortalecimiento del pensamiento científico en niños mediante actividades lúdicas

Abstract

The purpose of this research is to strengthen the scientific thinking in students from pre-kindergarten leisure activities. To achieve this was taken as a reference action research which according Tierrablanca (2009); It bases its research on the "scientific thinking skills in young children," admits they are interested in giving explanation to the phenomena occurring around them; what happens in nature. States that children show their curiosity and wonder at the problems, argues that scientific thinking is not exclusive to great inventors on the other hand is an attitude to the world that makes it easier for children to explain the phenomena they observe. The researcher presents arguments to establish that young children develop scientific thinking. First, the ability to ask mentioned; He states that the question is the engine of scientific thinking because there are always questions about the mysteries of nature. Also establishes a relationship between the child's mind and creative mind adult, is a mixture of both as is limitless, as seeks to provide solutions unconventionally, they are ready to go into the unknown. He argues that the creative adult retains characteristics of the child because it does not conform to existing and accepted theories. In this sense any valid explanation given by the child, as he seeks to find an answer to the different situations that arise. This is a great challenge to be assumed by teachers, not to pigeonhole his thought as an adult, or put limits on possible theories arising from their students; In other words, the teacher should also possess creative thinking, to develop successfully since scientific thinking classroom in children. The sample involved in the research are students of two institutions of the private sector in the city of Cali, with a total population of 40 children 5 years old (20 children per institution). For sample selection took into account the intention conforming show groups of 10 students per school. Methodological development consists of three phases: the first known Fortalecimiento del pensamiento científico en niños mediante actividades lúdicas characterization phase, in which we seek to establish the level of scientific thinking of students from the implementation of an instrument used by Orozco Hormaza. B. C, Puche Navarro. R. (2003, p 23) which referred to "the status of the lamp"; the second phase called strengthening seeks from the contextualization made in the first phase to establish strategies and recreational activities to strengthen scientific thinking. To do four hours a week interventions were carried out for a period of three months; the last phase called evaluation seeks to determine the level of development of scientific thought that students achieved, for which takes into account the test applied in the characterization phase collecting information for later analysis. In conclusion of this paper grade it is emphasized that recreational activities are a strategy that gives students the tools to strengthen scientific thinking. It should be noted that leisure activities alone do not guarantee the development of the scientific thought in children, should take into account external factors to become an effective strategy, such as mastery of the teacher in the area of knowledge in which he works; appropriate learning environments so that the student participates in the process feel you are living and not Cohíba at the time to express their ideas; good management of pedagogical and didactic component that allows teachers to determine the appropriate time to generate the cognitive stimuli that make the student active in the process; a constant reflection by teachers of their work in the classroom, so you can improve teaching and learning processes that are carried from the interaction with students