Citas bibligráficas
Vivas, E., (2018). Gestión curricular de la enseñanza de la indagación científica en docentes del vi ciclo del nivel Secundaria de la Institución Educativa Japón Llata de Huamalíes [Tesis de segunda especialidad, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/2585
Vivas, E., Gestión curricular de la enseñanza de la indagación científica en docentes del vi ciclo del nivel Secundaria de la Institución Educativa Japón Llata de Huamalíes [Tesis de segunda especialidad]. : Universidad Marcelino Champagnat; 2018. https://hdl.handle.net/20.500.14231/2585
@misc{renati/801404,
title = "Gestión curricular de la enseñanza de la indagación científica en docentes del vi ciclo del nivel Secundaria de la Institución Educativa Japón Llata de Huamalíes",
author = "Vivas Venturo, Elizabeth Victoria",
publisher = "Universidad Marcelino Champagnat",
year = "2018"
}
The purpose of this qualitative academic work is to improve levels in the achievement of the Scientific Inquiry competence in the area of Science, Technology and Environment. The in-depth interview was designed and applied to a sample of 4 teachers; with the purpose of identifying their perception on the management of strategies to raise the levels of achievement in the Scientific Inquiry competition in the area of Science, Technology and Environment, in the IV cycle of the I.E. "Japan". Among the most outstanding conclusions we have that: The director as a pedagogical leader is the main person in charge of school management, he is the one who must train effective leaders within the school. Motivated teachers will shape their pedagogical practice in their classroom, thereby improving the learning of their students. Professional learning communities is a strategy that will allow work at the teacher level, managing to improve educational quality through distributive leadership, collaborative work, and professional development among peers. It is essential to work with the student on scientific inquiry, since this will allow them to read with a critical, reflective sense, so that they are able to express their opinion on what they have read, thereby allowing them to be competent in the society in which they live.
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