Didactics of Science

Cycle-Task - Task 2

Zonia Luz Gómez Medina

Código: 40770496

Grupo: 551033_9

Tutor
Angie Lorena Salgado

Universidad Nacional Abierta y a Distancia UNAD

Licenciatura en inglés como Lengua Extranjera
Didactics of Science
July 2019
 Cycle-Task - Task 2

MATRIX AND PLANNING SCHEME

School Grade: 10°

Topic: SEX EDUCATION

DIDACTIC
BASIC COMPETENCE TO
TOPIC METHODOLOGY TO
BE DEVELOPED
IMPLEMENT:
Contribute to the conflicts Reflect from debates about the
between people and between importance and use of
groups being handled peaceful knowledge to through the
and constructive way through history of humanity, starting to
the application of strategies choose and live freely their
CONSTRUCTION OF
based on dialogue and sexual orientation, without
RESPECT
negotiation. discrimination risks, threats
ENVIRONMENTS
and coercion. Preparation of
essays on the importance of
respect and tolerance in the
use or application of scientific
knowledge
Identify dilemmas of life in Review from the atomic
which the general good and theories and chemical
good come into conflict reactions the impact of
particular; I analyze solution scientific findings on the
options, considering their conservation of life.
positive aspects and negative
Argument and debate about
RIGHT TO LIFE
dilemmas of life in which the
general good and the private
good come into conflict,
recognizing the best
arguments, even if they are
different from mine.
Analyze critically the Through the realization of
decisions, actions or omissions expositions on the behavior of
SEXUAL AND
that are taken in national or gases analyze the importance
REPRODUCTIVE
international scope and that of sexual and reproductive
HEALTH
may general conflict or affect health.
human rights
MATERIALS:
Photocopies, Cardboards, Markers, Board
ASSESSMENT (POST):
The evaluation is done by direct observation
 References

Dopico, E. d., & Garcia-Vazquez, E. (2011). Leaving the classroom: a didactic framework for
education in environmental sciences. Cultural Studies Of Science Education, 6(2), 311-
326. doi:10.1007/s11422-010-9271-9. Retrieved from
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direct=true&db=eue&AN=60411382&lang=es&site=eds-live

Haines, S. s. (2016). Feet Wet, Hands Dirty: Engaging Students in Science Teaching and
Learning With Stream Investigations. Journal Of College Science Teaching, 45(1), 12-17.
Retrieved from http://bibliotecavirtual.unad.edu.co:2051/login.aspx?
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Jiménez-Tenorio, N., & Oliva, J. (2016). Approach to the study of didactic strategies in
experimental sciences in initial training of secondary school teachers: Description of an
experience. Revista Eureka, 13(1), 121-136. Retrieved from
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direct=true&db=edselc&AN=edselc.2-52.0-85015104453&lang=es&site=eds-live

Lakin, L. (2013). Developing Independent Learning in Science: Practical Ideas and Activities for
7-12 Years-olds. Maidenhead, Berkshire: McGraw-Hill Education. Retrieved from
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direct=true&db=nlebk&AN=524798&lang=es&site=eds-live

Medina, J. (2017). OVI unit 2 Specification of the program. Didactical Tips And Tricks.
[Archivo de video]. Retrieved from http://hdl.handle.net/10596/12417

Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en la Ciecias

sociales y ciencias Naturales. La formación en Ciencias – el Desafio. Serie Guía 7. Bogotá.
Recuperado de http://www.mineducacion.gov.co/1621/articles-116042_archivo_pdf3.pdf

Ministerio de Educación Nacional. (s.f.). Lineamientos curriculares Ciencias Naturales y

Educación Ambental. Recuperado de http://www.mineducacion.gov.co/1759/articles-
339975_recurso_5.pdf
OSBORNE, J. o., SEDLACEK, Q. s., FRIEND, M. m., & LEMMI, C. c. (2016). LEARNING
TO READ SCIENCE. Science Scope, 40(3), 36-42. Retrieved from
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direct=true&db=eue&AN=119126796&lang=es&site=eds-live

Schwartz, R. r. (2012). It's not whether you win or lose: integrating games into the classroom for
science learning. Cultural Studies Of Science Education, 7(4), 845-850.
doi:10.1007/s11422-012-9454-7. Retrieved from
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direct=true&db=eue&AN=83879492&lang=es&site=eds-live

Timoštšuk, I. (2016). Primary Science Teaching - Is it Integral and Deep Experience For
Students?. Discourse & Communication For Sustainable Education, 7(1), 82-99.
doi:10.1515/dcse-2016-0006. Retrieved from
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