La ecología en el patio de la escuela para la enseñanza- aprendizaje de los ecosistemas

Abstract

The learning of the Natural Sciences is a fundamental part in the Ecuadorian education and even is an of the four principal areas that shape the national curriculum. The Ecuador’s Ministry of Education (MinEduc) (2010) is very precise to the manifest the objectives that it propose concerning to the students’ education in Natural Sciences: that to plus of teaching content also they educate people with a critical thinking and people with positive attitude to the environment. However, the observations that I performed in the teacher practices pre professional, those to me allowed knowing very near how they are developing the process of this area’s teaching-learning in many Ecuadorian classrooms; of summarized manner, this consisted in to use frequently the school text and the teacher’s verbal explanation as only source of information. Consequently, I concluded that this strategies and resources weren´t sufficient for reach the achievements proposed by the MinEduc. So, I arose the question if this also happens in Public Mixed School Indagadores´s seventh grade , for this I realized a diagnosis and I used tools, as: the direct observation and the observation´s registry, the interview (to the teacher) and a applied survey to the students. Finally, I obtained results that consecutively were analyzed; and based in this I got to an interpretation. From it, I present to the methodology “Schoolyard Ecology” and its methodological tool “The Inquiry Cycle” as an educational innovation proposal for Natural Science’s teaching-learning, where the own students construct its knowledge with the teacher’ guide. This manner, contribute to the fulfillment of the objectives that the MinEduc arise.