The Social Sciences

Year: 2019
Volume: 14
Issue: 1
Page No. 44 - 49

Training Through Classroom Pedagogical Projects with ABSTI Approach: An Articulation Challenge Between Higher Education and Primary Education

Authors : Aleidy Johanna Amorocho Gaona, Diego Fernando Perez Trujillo and Cristian Rincon-Guio

Abstract: This research presents the research developed to identify the stimulated investigative skills in the students of the primary educational level through the pedagogical projects of classroom with Learning Based on Solution of Investigative Tasks Approach (ABSTI). Qualitative study based on the theoretical contributions of Murray, Mejia, Moreno and Sanchez. The study was carried out in an educational institution of the southern region of Colombia region that implements ABSTI, the data were analyzed through the qualitative technique of identification of relationships, activity-operation-investigative ability where the profile of investigative skills raised by Moreno was taken as a reference. It was found that through classroom projects activities, the investigative skills of perception, instrumental, thinking, conceptual construction, methodological construction, social construction of knowledge and metacognition are stimulated. The results show that investigative initiation is not an exclusive activity of the university in addition it is proposed that the education systems focus their attention on articulating and aligning the research training processes between primary and university education. Finally, this research points out why ABSTI is a pedagogical strategy for investigative initiation.

How to cite this article:

Aleidy Johanna Amorocho Gaona, Diego Fernando Perez Trujillo and Cristian Rincon-Guio, 2019. Training Through Classroom Pedagogical Projects with ABSTI Approach: An Articulation Challenge Between Higher Education and Primary Education. The Social Sciences, 14: 44-49.

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